PERSONAL DEVELOPMENT

LESSON 6: Mental Health and Well-being of Middle and Late Adolescence

MENTAL HEALTH- “refers to the maintenance of successful mental activity. This includes maintaining productive daily
activities and maintaining fulfilling relationships with others. It also includes maintaining the abilities to adapt to change
and to cope with stresses.

 Mental disorders in adolescence are common: An estimated one in five adolescents has a diagnosable disorder.
 The majorities of adolescents with mental disorders do not seek out or receive treatment, a consequence of
various barriers to care, including the fear of being stigmatized by peers and others.

Common Mental Health Problems among Adolescents

DEPRESSION- the recognition, evaluation, and treatment of depression and related suicidal or self-harming behavior are
the highest priorities in adolescent mental health.

SCHOOL PHOBIA- also called school refusal, is defined as a persistent and irrational fear of going to school. It must be
distinguished from a mere dislike of school that is related to issues such as a new teacher, a difficult examination, the
class bully, lack of confidence, or having to undress for a gym class.

LEARNING DISABILITIES- Learning disability encompasses disorders that affect the way individuals with normal or above
normal intelligence receive, store, organize, retrieve, and use information. Problems include dyslexia and other specific
learning problems involving reading, spelling, writing, reasoning, and mathematics.

Learning Disabilities in Reading

Signs of reading difficulty include problems with:

DYSLEXIA

 letter and word recognition

 understanding words and ideas
 reading speed and fluency
 general vocabulary skills

DYSCACULIA- have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have
difficulty telling time, or have trouble with counting.

DYSGRAPHIA- inability to write coherently,

CONDUCT DISORDER- can be defined as persistently disruptive behavior in which the young person repeatedly violates
the rights of others or age appropriate social norms.

ADHD- severe problems with concentration or attention and/or hyperactivity.

ANXIETY DISORDERS- refers to specific psychiatric disorders that involve extreme fear or worry.

HOW TO BECOME MENTALLY HEALTHY? – perfect mental health means, therefore that we have to be in control with
ourselves, has the ability to achieve self- determinations through productivity as well as learning to efficiency cope with
life stressors to be able to contribute good to his community.

THERE ARE WAYS TO MAINTAIN A POSITIVE AND GOOD MENTAL HEALTH

 Be aware of ways to cope up

 Connect with others and express yourself
 Be physically active
 Ask for professional health if needed
 Be positive despite the odds
 Rest and sleep
 Be benevolent
 Talk about feelings
 Keep in touch

LESSON 7: Emotional Intelligence

EMOTIONS

 Latin word ‘emovere’ which means ‘to move out’.

 Emotions are spontaneous responses to certain stimuli.
  They are caused by stimulus that demands either positive or negative reactions.

Other Definitions of Emotions

 Young (in Wrightsman, [1979] defines emotion as “an acutely disturbed affective process or state which is
revealed by marked bodily changes in smooth muscles, glands, and gross behavior.”
 Marx (1974): “emotion refers to a generalized disturbance or ‘stirring up’ of the organism, with characteristic
conscious, behavioral, and physiological concomitants.”
 Morgan (1977) explains the general meaning of emotion as “many things at once” and enumerates four of its
characteristics.

THE BEHAVIORAL EXPRESSION OF MOTION

 Innate Emotional Expressions

 The Survival Value of Emotional Expressions
 Facial Expression and Emotion
 Vocal Expression of Emotion
 Role of Learning in Emotional Expression

2 KINDS OF EMOTIONS

1. POSITIVE EMOTIONS- A classification of pleasant emotion which may include happiness, excitement, joy, relief,
triumph, jubilation.

2. NEGATIVE EMOTIONS- A classification of emotion involving sadness, disgust annoyance, anxiety, anger, jealousy, fear.

SIGNIFICANCE OF EMOTION

POSITIVE SIGNIFICANCE

 They add color, flavor, or spice to our existence.

 They break the dull or monotony of what can be a dull or boring affair or activity. When uncontrolled, they can
also disrupt the calm and quiet in what used to be a peaceful abode or dwelling.
 Positive emotional roles enrich our daily lives.

NEGATIVE SIGNIFICANCE

 Wrightsman describes a PHOBIA as a persistent fear that seems unrealistic or irrational to an outsider.
 Fear of, or aversion to something, is normally experienced by all individuals.
 When the feeling becomes so intense that it becomes an obsession, it develops into a phobic reaction.
 When they get to be extremely strong and seriously interfering with everyday functioning, they will require
treatment.

SOME COMMON PHOBIAS ARE:

CLAUSTROPHOBIA- fear of closed places

PYROPHOBIA- fear of fire

ADONTOPHOBIA- fear of teeth

HEMATOPHOBIA- fear of the sight of blood

MONOPHOBIA- fear of being alone

DEMONOPHOBIA- fear of demons

XENEPHOBIA- fear of foreigners and strangers

SITIPHOBIA- fear of strange places

8 Basic Families of Emotions

1. FEAR (SAFETY)- anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness, qualm, edginess,
dread, fright, terror and in the extreme cases phobia and panic.

2. ANGER (JUSTICE)- fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity,
annoyance, irritability, hostility, and perhaps these are manifest in the extreme as hatred and violence.

3. SADNESS (LOSS)- grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair, and
depression in the extreme case.
4. ENJOYMENT (GAIN)- happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure, thrill,
rapture, gratification, satisfaction, euphoria, whimsy, ecstasy, and at the far edge, mania.

5. LOVE (ATTRACTION)- acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation, and agape.

6. DISGUST (REPULSION)- contempt, distain, scorn, abhorrence, aversion, distaste, and revulsion.

7. SURPRISE (ATTENTION)- shock, astonishment, amazement, and wonder.

8. SHAME (SELF-CONTROL)- guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition.

Emotional Intelligence

DANIEL/DAVID GOLEMAN- He claims that “much evidence testifies that people who are emotionally adept – who know
and manage their own feelings well and who read and deal effectively with other people’s feelings – are at an advantage
in any domain of life.

People with well-developed emotional skills are also more likely to be contented and effective in their lives, mastering
the habit of mind that fosters their own productivity; people who cannot marshal some control over their emotional life
fight inner battles that sabotage their ability for focused work and clear thoughts.

What is Emotional Intelligence? - Goleman focuses his concern on personal characteristics which he refers to as
emotional intelligence: abilities such as being able to motivate oneself and persist in the face of frustrations; to control
impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to
empathize and to hope.

INTERPERSONAL INTELLIGENCE- is the ability to understand other people; what motivates them, how they work
cooperatively with them.

Ex. Successful salespeople, politicians, teachers, clinicians, and religious leaders are all likely to be individuals with high
degrees of emotional intelligence.

INTRAPERSONAL INTELLIGENCE- is a correlatively ability, turned inward. It is a capacity to form an accurate, veridical
model of oneself and to be bale to use that model of oneself and to be able to use that model to operate effectively in
life.

Salovey expanded Gardner’s abilities into five main domains.

1. KNOWING ONES’S EMOTIONS- Self-awareness – recognizing a feeling as it happens – is the key stone of emotional
intelligence.

2. MANAGING EMOTIONS- Handling feelings so they are appropriate is an ability that builds on self-awareness, anxiety,
gloom, or irritability.

3. MOTIVATING ONESELF- Marshaling emotions in the service of a goal is essential for paying attention, for self-
motivation and mastery, and creativity.

4. RECOGNIZING EMOTION IN OTHERS- Empathy, another ability that builds an emotional self-awareness is the
fundamental “people skilled”.

5. HANDLING RELATIONSHIP- The act of relationship is, in larger part, skill in managing emotions in others.

LESSON 8: Personal Relationship

What is Personal Relationship? – The University of Minnesota defined personal relationship as close connections
between people, formed by emotional bonds and interactions.

 These bonds often grow from and are strengthened by mutual experiences.
 Relationships are not static; they are continually evolving, and to fully enjoy and benefit from them we need
skills, information, inspiration, practice, and social support.

Three kinds of Personal Relationship- FAMILY

 FRIENDS
 PARTNERSHIP

FAMILY- The Bureau of the Census defines family as "two or more persons who are related by birth, marriage, or
adoption and who live together as one household."

 Some typical characteristics of a family are support, mutual trust, regular interactions, shared beliefs and values,
security, and a sense of community.
FRIENDS- A friendship can be thought of as a close tie between two people that is often built upon mutual experiences,
shared interests, proximity, and emotional bonding. Friends are able to turn to each other in times of need.

 Note that online friends don’t count toward close ties—research indicates that a large online network isn’t
nearly as powerful as having a few close, real-life friends.

PARTNERSHIP- Romantic partnerships, including marriage, are close relationships formed between two people that are
built upon affection, trust, intimacy, and romantic love. We usually experience this kind of relationship with only one
person at a time.

Types of Attraction- THE GIRL NEXT DOOR

 BIRDS OF A FEATHER
 PHYSICAL ATTRACTIVENESS
 ATTRACTION ONLINE

Kinds of love

AGAPE- Unconditional Love. This is an altruistic, selfless, unconditional love.

EROS- Romanic Love. Eros is named after the Greek god of love and fertility.

PHILIA- Affectionate Love. The Greeks defined this kind of love as “affectionate love.”

PHILAUTIA- Self-love Philautia is self-love. In our modern day society, most people associate self-love with being
narcissistic, selfish, or stuck on themselves.

STORGE- Familiar Love. Storge can be defined as “familiar love. “this love is more like a parent-child love.

PRAGMA- Enduring Love. The ancient Greeks define pragma as “enduring love.” pragma is a love that has matured and
developed over a long period of time.

LUDUS- Playful Love. Ludus is known as the “playful love.”

MANIA- Obsessive Love. Mania is not necessarily a good type of love, because it is obsessive.

Five love languages

 WORDS OF AFFIRMATION
 ACTS OF SERVICE
 RECEIVING GIFTS
 QUALITY TIME
 PHYSICAL TOUCH

Triangular Theory of love

ROBERT STERNBERG (1986)- has formulated a triangular theory of the nature of love. According to his theory, love has
three fundamental components: intimacy, passion, and decision or commitment.

Three Components of love

INTIMACY- is the emotional component of love. It includes our feelings of closeness or bondedness to the other person.

PASSION- is the motivational component of love. It includes physical attraction and the drive for sexual expression.

DECISION OR COMMITMENT- The third component is the cognitive component, decision or commitment.

 The short-term aspect is the decision that one loves the other person.
 The long-term aspect is the commitment to maintain that relationship.

The combination of three components can produce eight types of love

NONLOVE- the absence of all three components of love. This type of love is simply characterized by casual interactions.
This applies to acquaintances or someone you are not attached with.

LIKING/FRIENDSHIP- feelings of closeness, boundedness, and warmth toward the other, without feelings of intense
passion, or term commitment.

INFATUATED LOVE- there is experience of passionate arousal but absence of intimacy and decision/ commitment. When
relationships do not develop with intimacy and commitment, this kind of love may disappear suddenly.
EMPTY LOVE- characterized by a presence of commitment with no intimacy or passion. Examples of this type of love are
arranged marriages. However, empty love may develop into different forms of love.

ROMANTIC LOVE-characterized both by physical bond and emotional bond in absence of commitment. Both intimacy
and passion are present.

COMPANIONATE LOVE- characterized by an intimate, non-passionate type of love with a long term commitment.

FATOUS LOVE- passion is present which resulted to commitment but without intimate involvement.

CONSUMMATE LOVE- the ideal and complete form of love that everyone wants to achieve.

LOVE IN ACTION- The intimacy component is expressed in actions such as communicating personal feelings and
information, offering emotional (and perhaps financial) support, and expressing empathy for the other.

 The passion component is expressed in actions such as kissing, touching, and making love.
 The decision or commitment component is demonstrated by actions such as saying “I love you,” getting married,
and sticking with a relationship through times when it isn’t particularly convenient.

According to the attachment theory, adults are characterized, in their romantic relationships, by one of three styles.

SECURE LOVE- are people who find it easy to get close to others and are comfortable having others feel close to them.

FEARFUL OR AVOIDANT LOVERS- are uncomfortable feelings close to another person or having that person feel close to
them.

PREOCCUPIED OR ANXIOUS- AMBIVALENT LOVERS- want desperately to get close to a partner but often find the
partner does not reciprocate the feeling, perhaps because anxious–ambivalent lovers scare away others.

LESSON 9: Social Relationship

SOCIAL RELATIONSHIP- refer to the connections that exist between people who have recurring interactions that are
perceived by the participants to have personal meaning.

 This definition includes relationships between family members, friends, neighbors, coworkers, and other
associates but excludes social contacts and interactions that are fleeting, incidental, or perceived to have limited
significance (e.g., time-limited interactions with service providers or retail employees).
 The relationships adolescents have with their peers, family, and members of their social sphere play a vital role
in their development.
 Adolescence is a crucial period in social development, as adolescents can be easily swayed by their close
relationships. Research shows there are four main types of relationships that influence an adolescent: parents,
peers, community, and society.

Four main types of relationships that influence an adolescent

 PARENTAL RELATIONSHIPS
 PEER RELATIONSHIPS
 COMMUNITY
 SOCIETY AND NATURE

PARENTAL RELATIONSHIP- there is often a significant increase in parent-child conflict and a decrease in cohesive familial
bonding.

 Parent-adolescent disagreement also increases as friends demonstrate a greater impact on the child
 Adolescents who have a good relationship with their parents are less likely to engage in various risky

PEER RELATIONSHIP- As adolescents work to form their identities, they pull away from their parents, and the peer group
becomes very important

 Peer groups offer members of the group the opportunity to develop social skills such as empathy, sharing, and
leadership.

COMMUNITY, CULTURE AND SOCIETY- There are certain characteristics of adolescent development that are more
rooted in culture than in human biology or cognitive structures. Culture is learned and socially shared, and it affects all
aspects of an individual's life. Social responsibilities, sexual expression, and belief system development, for instance, are
all likely to vary based on culture.

 Many factors that shape adolescent development vary by culture. For instance, the degree to which adolescents
are perceived as autonomous, or independent, beings varies widely in different cultures, as do the behaviours
that represent this emerging autonomy.
  Adolescents begin to develop unique belief systems through their interaction with social, familial, and cultural
environments. These belief systems encompass everything from religion and spirituality to gender, sexuality,
work ethics, and politics.

SOCIAL NORMS- There are many ways that people can influence our behavior, but perhaps one of the most important is
that the presence of others seems to set up expectations.

SOCIAL ROLES- Social roles are the part people play as members of a social group. With each social role you adopt, your
behavior changes to fit the expectations both you and others have of that role.

In the words of William Shakespeare- All the world’s a stage, and all the men and women merely players: They have
their exits, and their entrances; And one man in his time plays many parts.

Social Norms are unwritten rules about how to behave. They provide us with an expected idea of how to behave in a
particular social group or culture. For example, we expect students to arrive to lesson on time and complete their work.

 Social norms are the accepted standards of behavior of social groups. These groups range from friendship and
work groups to nation states.
 Norms provide order in society. It is difficult to see how human society could operate without social norms.

LESSON 10: Family Structure and Legacies

FAMILY STRUCTURE- Family structure has changed dramatically over the last 50 years. The "Leave it to Beaver" family is
no longer the standard, and several variations on family have been created.

6 types of family

 NUCLEAR FAMILY
 SINGLE PARENT FAMILY
 EXTENDED FAMILY
 CHILDLESS FAMILY
 STEP FAMILY
 GRANDPARENT FAMILY

NUCLEAR FAMILY- traditional type of family structure.

 This family type consists of two parents and children.

 The nuclear family was long held in esteem by society as being the ideal in which to raise children.

SINGLE PARENT FAMILY- The single parent family consists of one parent raising one or more children on his own.

 Often, a single parent family is a mother with her children, although there are single fathers as well.
 The single parent family is the biggest change society has seen in terms of the changes in family structures.

EXTENDED FAMILY- The extended family structure consists of two or more adults who are related, either by blood or
marriage, living in the same home.

 This type of family structure may form due to financial difficulties or because older relatives are unable to care
for themselves alone.
 Extended families are becoming increasingly common all over the world.

CHILDLESS FAMILY- The childless family is sometimes the "forgotten family," as it does not meet the traditional
standards set by society.

 Childless families consist of a husband and wife living and working together.
 Many childless families take on the responsibility of pet ownership or have extensive contact with their nieces
and nephews as a substitute for having their own children.

STEP FAMILY- Over half of all marriages end in divorce, and many of these individuals choose to get remarried. This
creates the stepfamily, which involves two separate families merging into one new unit.

 It consists of a new husband and wife and their children from previous marriages or relationships.
 Stepfamilies are about as common as the nuclear family, although they tend to have more problems, such as
adjustment periods and discipline issues.

GRANDPARENT FAMILY- Many grandparents today are raising their grandchildren for a variety of reasons.

 One in fourteen children is raised by his grandparents, and the parents are not present in the child's life.
  This could be due to parents' death, addiction, abandonment or being unfit parents.
 Many grandparents need to go back to work or find additional sources of income to help raise their
grandchildren. (Blessing, 2016)

FAMILY LEGACY- means the accomplishments, beliefs, actions and guidance you demonstrate in your lives – that carry
forward to future generations in a fashion which allow those family members to adopt and adapt them to make their
lives meaningful and fruitful.

Evaluating Family Legacies

Family legacies can be worth treasuring and passing on to the next generation or they may be unhealthy and merit
discarding. Being aware of your family legacies can help you to decide which beliefs and attitudes you cherish and which
you want to make a conscious effort to change.

Conflicting Family Legacies

Sometimes parents are at odds with each other because they each bring their own family legacy to the parenting table.
It may not be a matter of one being right and the other wrong; they are just different options. Yet, because parents have
not stepped back and evaluated the messages they received, they may assume that there is a “best” way to do things
(their family’s way) and that any other choice is inferior.