Personal Development

11
Table of Contents
1 Lesson 1: Knowing Oneself
7 Lesson 2: Developing the Whole Person
15 Lesson 3: Developmental Stages and Challenges in the Middle and Late Adolescence
25 Lesson 4: Coping with Stress in Middle and Late Adolescents
31 Lesson 5: Mental Health and Well-being
39 Lesson 6: Social Relationships and Family Structures
51 Lesson 7: Career Development

Personal Development makes you, senior high school students, aware of the developmental
stage that you are in, for you to better understand yourself and the significant people around you
as you make important career decisions as adolescents. The course consists of modules, each of
which addresses a key concern in personal development. Using the experiential learning
approach, each module invites students to explore specific themes in their development. Personal
reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools
in different areas in psychology. (DepEd Curriculum, s. 2016)

Lesson 1: Knowing Oneself

The self is known as the union of elements
namely: body, thoughts, feelings or emotions,
and sensations that constitute the individuality
and identity of a person (Cleofe, 2016).
The body, as what you already know, is the
physical attributes that you can see and others
can see (your body built, posture, health, etc).
The thoughts pertain to how you think and see
things around you (perception).
The emotions and sensations can affect how you act and respond to the things happening around
you.

You are in the adolescent stage of life, and it is considered as the challenging phase in one’s life
as it bridges from childhood to adulthood (Caparas, 2018). According to Erik Erikson (1985), a
renowned psychologist, adolescent stage is when identity-role confusion takes place.
However, it is very important for an individual to know about himself/herself, the changes
happening to him/her physically, mentally, spiritually, etc. Knowing about oneself is not only in
a the adolescent stage, it happens throughout life, and it is better to know oneself more, as early
as possible.

How to Know Oneself

According to Caparas (2018), there are ways on how one could understand himself/herself,
which are:

1. Understanding Personality

What is personality? Personality consists of the physical,

mental, emotional, social and spiritual makeup of a person.

To determine a person’s personality, consistency in one’s

pattern of thoughts, feelings, and behavior can help a
person identify personality. Habits can also be helpful in
determining a person’s personality which is distinct from
others. Traits and characteristics can also be different from
one person to another.

Personality, however is not permanent, it can change

depending on different factors inside and outside of a person’s self.

2. Appreciating Values

Values pertains to the moral codes, norms of conduct, and ethical

principle that a person adheres to. These values guide a person in
how to act to his/her day-to-day life based on what is the most
important things to do in life. Examples of values are love,
patience, respect, compassion, etc. The values play an important
role in decision-making, problem-solving, and career choice.
3. Knowing the Body and Physical Attributes
 The physical body is a tangible proof of one’s existence. No matter how tall or short a
person is, he/she still exists. The body has a lot of functions like feeling sensations,
breathing, moving, and different abilities.
The physical attribute of a person may differ from one person to another depending on
genetics, age, lifestyle, ailments, or personal enhancements. The body changes during the
adolescence stage is an example of the physical attribute.
4. Recognizing Dreams and Aspirations
Dreams and aspirations in life are what guides people to
the path that they want to take in the future. Dreams and
aspirations constitute a person’s goal and ambitions in
life. With these, they mirror a part of the person and what
he/she desires to be someday.
A person should explore and take paths which will lead
him/her to the goal/s that he/she wants to achieve. A
person cannot be an engineer as soon as he/she wants to be one. He/she needs to follow
steps, like going to an engineering school, and pass the licensure exams, in order to be the
person he/she wants to be.
5. Identifying Likes and Dislikes
Each person has his/her likes and dislikes. These pertains
to what things bring satisfaction and dissatisfaction to a
person. Doing things that are disliked may only bring
frustration. On the other hand, doing things that are liked
may bring gratification.
Being able to identify a person’s likes and dislikes can
help define a person’s personality and can boost self-
confidence. Determining a person’s likes and dislikes
becomes the foundation of pursuit of personal goals in life.

6. Embracing the Past

In order for someone to know himself/herself better, one
should also be able to know and treasure his/her past. The
past is a big part of who the person is. It also helps in the
formation of self-concept.
Experience is the best teacher, they say. Whether the
experience is a bad one or a good one, people still learn
from it and make it an inspiration to go on.
7. Understanding Self-Perception and Others’ Perceptions
Knowledge of the self is a product of one’s own perception, view of oneself in relation to
other people, others’ perceptions, and how a person truly is based on objective reality. All of
these can help an individual understand oneself.

The Johari Window

One way to know more about

oneself and his/her relationship
with others is through the Johari
Window. This model is also used
to also enhance a person’s
perception of others.
Joseph Luft and Harrington
Ingham were the two psychologists
who introduced the concept of the
Johari Window. The name of the
model was derived from the first two syllables of their name: Joseph and Harrington.
Based from the illustration above, the Johari Window is divided into four quadrants: Open Area,
Blind Spot/Area, Hidden Area, and Unknown Area.

1. Open Area – This quadrant of the Johari window, contains what you know about
yourself and what others know about you. Examples of it would be your age, gender, and
educational attainment.
2. Hidden Area – This quadrant contains what you only know about yourself but are
hidden from others. This are can be about personal information which you are not
comfortable to reveal to others. Examples are your experiences, secrets, fears, etc.
3. Blind Spot/Area – This area contains what others know about you which you are not
aware of. Examples are your expressions and mannerisms.
4. Unknown Area – This area is about what you do not know and what others also do not
know. This area remains undiscovered until the right time or opportunity comes that calls
for an action. Examples are talents and skills which are not yet discovered.
According to Luft and Ingham, a person can use the Johari Window to improve the self by
widening the open area and reducing the hidden and blind areas. Doing so will lead to the
reduction of the unknown area as well as pave the way for one to discover more about oneself in
terms of attitude, talents, capabilities and other skills.
SWOT Analysis/ Personal SWOT

The SWOT Analysis is commonly used in business

context, in order to assess how a certain
business performs. However, the SWOT
Analysis can be for a personal use. SWOT can
also be used by an individual to enhance his/her
strengths, appreciate opportunities, and be
aware of areas of improvement and threats to
personal goals (Caparas, 2018).

A person's strengths are positive traits that can be

enhanced to help a person's dreams and aspirations
Strengths
be fulfilled. It may be about pleasant attributes,
skillsm and talents.
These are the negative chracteristics and limitations
Weaknesses of a person. They may be emotional, spiritual, social,
mental or other aspects.
These are chances or occassions that may help a
Opportunities person achieve the goals that he/she wants to reach.

These are what hinders a person from reaching the

Threats
dream or goal that he/she wants to reach.

How to Accept Weaknesses and Limitations

Each person has his/her weaknesses. No one is exempted.
Nobody is perfect.

However, with those weaknesses, a person can turn them into

something positive and worthwhile which can help a person
become someone who will not grow because of anger, insecurity,
sadness and frustration. Using these weaknesses and turn them into something positive is also a
great way on how to create opportunities for oneself.

There are some tips on how to make weaknesses transform into strengths, according to Caparas
(2018):

1. Accept one’s weaknesses and limitations. Overcome fear.

2. Examine limitations and determine possible causes for such limitations. Analyze things
that can be done with areas of improvement.
3. With the proper mindset and use of positive thinking, learn to concentrate on how to
improve on those areas. Find alternative ways on how to be creative and successful.
4. Keep on trying. Feel inspired. Do it with style.
5. Acknowledge little successes.
6. Celebrate for successfully turning weaknesses into strengths.

Also, she added some examples of weaknesses and what can be done to turn these into strengths
through simple steps.

1. Poor time management

 Do what you can with the limited time.
 Learn to prioritize.
 Do not procrastinate.
 Know what time of the day you work best.
 Utilize free time to achieve productivity.
 Prepare a plan to maximize available time.
 Visualize, prepare, and organize the tools and materials you would need.
 Be punctual at all times.
2. Poor selling skills using face-to-face technique
 Recruit a group of people who will do the actual selling.
 Provide them with incentives.
 Monitor their sales performance.
3. Stage fright
 Develop good communication skills in a one-on-one conversation first.
 Manage to converse with a small group of people confidently.
 Gradually try interacting with a much bigger audience.

Lesson 2: Developing the Whole Person

Adolescence and Puberty
Adolescence is the stage in a person’s life which
is also known as the teenage years. This stage is
between ages 10 to 19 according to the World
Health Organization (WHO). The beginning when of the physiological development is signaled
by the onset of puberty. Some children experience puberty at the age of nine.

Puberty is the time when boys and girls become sexually mature. It refers to the physical
changes that they go through. It is also the stage that the child may be overly concerned with
appearance and body image (Lewis, 2015).

Puberty comes from the Latin word pubertas, which means “adult”, According to Schwitzgebel
(2004), in puberty, the body becomes mature and it becomes capable of sexual reproduction.

Physical Changes in Adolescents

Changes in Males
There are changes in physical appearance in males during the puberty stage beginning at the
age of eight and ending at the age of nineteen (Caparas, 2018). The changes are as follows:
1. Enlargement of the testes and the scrotum
2. Growth of pubic hair
3. Increase in the size of penis
4. Sudden physical growth
5. Growth of the larynx and deepening of the voice
6. Appearance of hair above the upper lip
7. Ejection of semen while sleeping because of the increased production of sperm
8. Enlargement of the prostate gland
9. Appearance of hair in the armpits
10. Production of sperms becomes sufficient to allow fertility to happen. Decrease in growth
rate happens
11. Full strength of the body is felt.
Changes in Females
The Physical changes in females during the puberty stage begins at the age of eight and ends
at the age of nineteen (Caparas, 2018). The changes are as follows:
1. Sudden growth
2. Appearance of pubic hair
3. Development of the breasts and hips, and growth of hair in the armpits
4. Development of the uterus, vagina, labia and clitoris
5. Rapid growth and slight pigmentation of the pubic hair
6. Beginning the nipple pigmentation and increase in the size of the areola, slight
pigmentation of the armpit hair
7. High growth spurt followed by growth decline
8. Occurrence of menarche (menstruation)
9. Thickening of pubic hair
10. End of sterility; possibility of conception

Changes in Cognitive Development During Adolescence

Changes in physical appearance do not only happen during adolescence. Thus, changes with
the cognitive ability also happens. In this stage, adolescents usually improve and develop their
skills in problem solving and logical thinking. Adolescents also makes sense and meaning of
what is happening to the world around them, unlike when they were younger.
According to Caparas (2018), there are different changes in cognitive development during
adolescence:
Early Adolescence (12 to 14 years)
In this stage, adolescents make more complex thinking in personal decision making within
his/her immediate environment which are the home and school. They manifest the following:

 Verbalizes formal logical operations in school tasks

 Questions school authorities and norms of society
 Articulates own views on life matters such as physical attractiveness, parental
authority, school regulations, and government policies
 Learns by trial and error
 Begins creating abstract ideas about his/her surroundings

Middle Adolescence (15 to 17 years)

The cognitive processes now includes philosophical and futuristic concerns. They demonstrate
the following:

 Questions more extensively

 Analyzes considerably
 Formulates own norms and ethical
standards
 Explores opinions for own identity
 Formulates plans for oneself
 Does long-term planning
 Applies organized thinking that
influences relationships with others
 Becomes sensitive to criticisms
 Continues to be influenced by peers

Late Adolescence (18 to 21 years)

In this stage, adolescents make use of complex thinking processes which are less self-centered.
They manifest the following:

 Understands consequences of behavioral choices

 Thinks about global concepts such as democracy, equality, nationalism, and justice
 Expresses idealistic views on specific topics
 May engage in debate and may seem to be intolerant of opposing views
 Focuses on possible career
 Thinks about future role in adult society
Sex Differences in Cognitive Abilities
According to Rathus (2013), a clinical psychologist, males and females have different cognitive
abilities such as:

 Females are adept in the use of language and verbal ability.

 Language development is earlier among girls.
 Boys are likely to experience problems in
reading.
 Boys excel in mentally manipulating the
objects that they see. (visual-spatial ability)
 Boys prefer to work with images and
pictures rather than with words. They like to
organize information and communicate
using pictures, diagrams and maps.
 Boys are more likely to excel in math and
number problems. Boys outdo girls in the
fields of geometry and puzzles.
Girls, however, manifest superior skills in areas
requiring computation. The skills however diminish by the time girls reach seventh grade of age
of 12.

Stages of Human Development

To better understand how humans change over time, there are different theories that emerged
—studied by different psychologists/personalities, based on different human aspects like
physical, mental, emotional, social, behavioral, spiritual, etc.

Sigmund Freud’s Psychosexual Theory

Sigmund Freud (1856-1939) is a well-known psychologist whose

theory of human development and personality sparked interest.

According to Ramos (2016), Freud’s theory has five distinct

stages. Each stage is characterized by certain ways of connecting
with the world through particular areas of the body. Satisfaction of
each area or zone is important to develop a healthy personality. If
needs are not met or satisfied excessively, fixation occurs which is
characterized by attachment to a particular object or activity that
may affect development.
 FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT
Stage Approximate Period Focus
Oral First year of life Oral pleasure through
mouth: eating, sucking,
mouthing, chewing and
biting
Anal Second to fourth year Anal pleasure to release
tension through the anus;
eliminating and retaining
feces, and toilet training.
Phallic Fourth to sixth year Pleasure through genitals
Latency Seventh year onwards Resolving fixations or
conflicts in previous stages;
developing academic and
social skills, physical
abilities, and talents.
Genital Twelfth year Sex role identity formation
Source: Ramos, M. I. (2016). Moving Up: A Guide to Personal and Career Development. Quezon City: Phoenix
Publishing House Inc.
Trait Outcome
Fixation can lead to
overeating, smoking, drinking,
nail-biting, gossiping and
cursing.
Fixation can lead to being
obsessive with cleanliness or
hating mess (anal retentive).
The child may eventually
become a perfectionist or be
obsessive-compulsive.
Another possibility is to
become too generous in
adulthood that the person
would want to share or give
things away (anal expulsive).
Moreover, the child may
become messy or disorganized.
The child starts to recognize
what it means to be a boy or a
girl with their physical
differences. Conflict arise due
to greater emotional
attachment to one parent over
another. Attachment of boy to
his mom (Oedipus complex),
and girl to her dad (Elektra
complex).
The child develops closeness
with parents if conflicts are
resolved, and builds social ties.
Sexual urges are inhibited.
Called puberty stage, this is the
period of adolescence. Sexual
interest is awakened.
Erik Erikson’s Psychosocial Theory

Erik Erikson (1902-1994) focused on the role of social factors that influence development.

For Erik Erikson, socialization process is important. Unlike Freud’s theory, Erikson’s
Psychosocial Theory focuses extended stages of development throughout the life spa. Each
stage is characterized by psychosocial conflict or crisis that an individual needs to overcome
to successfully move to the next stage (Ramos, 2016).

THE EIGHT PSYCHOSOCIAL STAGES OF DEVELOPMENT

Stage Issues Social Conditions Outcomes
Stage 1: Birth to 1 year
Trust vs. Mistrust Will I get support for Provision of basic needs; Becomes hopeful or
what I need? support optimistic
Can I trust the Deprivation, lack of support, Becomes fearful
world? inconsistency

Stage 2: 2 to 3 years
Autonomy vs. Can I already do Support; patience Develops self-
Shame and Doubt things on my own? confidence
Should I depend on Lack of confidence/support; Feels inadequate;
others? overprotection becomes dependent
Stage 3: 3 to 5 years
Initiative vs. Guilt Can I be dependent? Opportunity; encouragement Develops sense of
purpose
Am I good? Lack of opportunity; negative Feels guilty
Am I bad? feelings

Stage 4: 6 to 11 years
Industry vs. Do I have the skills Good education/training; good Becomes industrious;
Inferiority to adjust? models develops self-
confidence
Am I already Lack of Develops sense of
competent? Am I training/direction/support discovery
worthy or not?

Stage 5: 12 to 18 years (Adolescence)

Identity vs. Identity Who am I? Clear sex models; good sense Develops identity
Diffusion of stability; positive feedback
What are my beliefs? Confusing purpose; vague Identity crisis; role
Values? Feelings? expectations; unclear feedback confusion
Stage 6: 19 to 40 years old (Early Adulthood)
Intimacy vs. Should I get into a Understanding, trust, Is able to love and
Isolation relationship? acceptance commit
 Or should I stay Loneliness; exclusion Loneliness;
single? depression
Stage 7: 40 to 65 years (Middle Adulthood)
Generativity vs. What is my Productivity; purposefulness Feels productive
Stagnation contribution in this
world?
Will I produce Lack of opportunity; Feeling unproductive;
something valuable enrichment stagnant
or relevant?
Stage 8: 65 years up (Late Adulthood)
Integrity vs. Despair Have I lived a full Sense of closure; clear Feels complete; has
life? attachment of direction sense of achievement
Am I contented with Lack of completeness; Feels dissatisfied with
what I have achieved dissatisfaction life; in despair
in life?

Source: Ramos, M. I. (2016). Moving Up: A Guide to Personal and Career Development. Quezon City: Phoenix
Publishing House Inc.

Jean Piaget’s Cognitive Development

Jean Piaget (1896-1980) is a known child psychologist who proposed

the theory of cognitive development and how a child develops by
creating a mental model of the world. He believes that intelligence is
not a fixed trait and it goes through a process of maturation and
biological factors.

Lawrence Kohlberg’s Moral Development Theory

 Lawrence Kohlberg (1927-1987) proposed the theory how
children can understand the differences between right or wrong,
which develops their sense of morality. According to Weiten
(2014), it is the ability to distinguish right from wrong and to
behave accordingly. Kohlberg believed that there are three levels
of morality development which has two stages for each.

STAGES OF MORAL REASONING

Level
Preconventional Level
There is recognition of
authority who gives punishment
or reward.
Conventional Level
There is understanding that
there are rules to follow to be
accepted and to maintain order.
Postconventional Level
There is flexibility in accepting
rules. An individual may not
necessarily accept or follow
given rules as he/she develops
his/her own personal code of
ethics.
Stages
Stage 1: Punishment/Obedience
Orientation
Stage 2: Mutual Benefit
“Reward Orientation”
Stage 3: Social Approval
“Good Boy-Good Girl
Orientation”
Stage 4: Law and Order
“Authority Orientation”
Stage 5: “Social Contract
Orientation”
Stage 6: Universal Ethical
Principles
Orientation
Deciding what is right or
wrong is based on what action
is punished. The child obeys
to avoid punishment
Deciding what is right or
wrong is based in what is
rewarded.
Deciding what is right or
wrong based on what others
approve or disapprove of.
Deciding what is right or
wrong based on the rules that
should be followed.
Deciding what is right or
wrong is based on laws;
however, one recognizes that
they can change. An
individual acts based on what
will be good for the majority.
Deciding what is right or
wrong is based on universal
principles. One looks into
one’s conscience, pursues
 justice and seeks equality at
all cost.
Source: Ramos, M. I. (2016). Moving Up: A Guide to Personal and Career Development. Quezon City: Phoenix
Publishing House Inc.

Lesson 3: Developmental Stages and Challenges

in the Middle and Late Adolescence
There are three phases that individuals go through during adolescence: the early, middle and late
adolescence. However, there are differences between each person as to what specific age they go
through these phases. There are also differences in the degree of maturation which can be
observed through the changes in physical appearance and hormonal balance.

There are changes in physical and moral aspects in an individual during the middle and late
adolescence.

Middle Adolescence Late Adolescence

(15-17 years old)
Most changes linked with puberty happens during
this stage.
Adolescents feel conscious about their body and
image, and believe others feel the same way.
Longer time is spent in promoting hygiene and
grooming, exercising, and trying different images
with the use of cosmetics and various wardrobes
and fashion styles. This is usually done with the
intention of creating a pleasing physical
appearance.
Adolescents start to gain apprehensions about
their own sexual desirability with a drive toward
heterosexuality. Some have interests about
homosexuality. Fondness toward the opposite sex
is manifested in varying associations. Sexual
interest and attraction dominate a major concern
for the middle adolescent.
Middle adolescents enrich their personal
encounters and inter-linkages through
associations with adults outside the family. These
exposures introduce them to new and unusual
circumstances and lifestyles, which can be
alarming to the middle adolescents and may cause
them to feel anxious about the parting process.
(18-21 years old)
Biological development is substantially complete.
There is considerable emotional maturity reached.
Increase in height may still be realized for a short
period among men.
Adolescents are less disturbed about their body as
puberty winds up.
Adolescents develop a pronounced sexual
identity. They become very concerned about
commitments and serious relationships. They
acquire the capacity for deeper affection and
sensual love.
Teenagers at this stage embrace the importance of
the family and recognize the potential value of
having their parents as their best friends as they
continue to harness mutual respect for each other.
The peer group now diminishes its role in the life
of the adolescents, who are more focused on the
choice of a few good pals.
 They often note down their inner thoughts and
feelings in a journal or diary.
Adolescents argue that their parents restrict their
need to enjoy their freedom. This is the period
when teens go through some struggles with their
parents because of varying opinions, preferences,
and priorities. The adolescents would opt to
distance themselves from their parents, with
obtaining independence from their parents
becoming an immense concern. Teenagers,
however, still desire the love and acceptance from
their parents, although most would attempt to
conceal their need for affection from their parents
in the pursuit of emotional maturity.
Teenagers at this stage have a strong sense of
invulnerability such as they think nothing can put
them in danger. This causes them to embrace
high-risk behaviors such as getting hooked on
drugs, experimenting with cigarettes and alcohol,
and engaging in sexual activities.
A stronger tie with friends is a deep priority.
Belongingness to a group of friends is mostly felt.
Adolescents prioritize their friends more than
their family, with a lot of their energy spent in
getting peer acceptance and approval. They
confide more in their friends than tin their
parents.
Adolescents learn to use good communication
skills in expressing themselves. They reach a
certain level of maturity in managing their
impulses, solving conflicts, and rejecting peer
pressure.
Most adolescents at this stage begin to think about
their future career.
The pursuit of any creative activity such as sports,
music, studies, or acting may help tap the
teenagers’ talents and help boost their self-
esteem.
Adolescents still have a poor grasp and
understanding of the concept of cause and effect,
leading to engagement in high-risk behaviors.
Source: Caparas, M. G. (2018). Personal Development: Discovering the Key to Success. Quezon CIty: Abiva
Publishing House, Inc.
An enriched exchange of opinions and ideas now
flourish between the young adult and the parents.
Adolescents resume listening to the advice of
their parents.
At this age, some teens recognize their sense of
mortality and start to care for their future. Some
still regard themselves as invincible, although less
participation in risky behaviors may be noted.
A sense of identity is now concretized such as
that young adults do not feel the need to seek their
parents’ advice. They no longer feel anxious
about their sense of being. At this point,
relationships with their parents are harmonized.
Peer influence no longer plays a crucial role in the
life of the adolescent. Specific interest in dating
becomes a priority. Late adolescents may pursue
more serious relationship with a love interest.
Late adolescents develop greater capability to
express ideas. Adolescents often are idealistic.
They hold on their beliefs and principles with
conviction. Their value system is also changing.
They learn to maintain interactions with only a
few friends rather than cling into peer groups.
Adolescents start giving serious attention to
pursuing a career. The world of work becomes
very real for those who do not plan for college.
Special interest in creative pursuits such as music,
sports, dancing, or acting help boost adolescents’
image.
Adolescents can make independent decisions and
compromise, but still have to hone their skills in
these areas. They start to establish a career and
take pride in it. They also endeavor to be self-
reliant.
Developmental Tasks and Challenges of Adolescents
Adolescents go through the usual development in the various stages of a lifetime termed as
“developmental task” (Perkins, 2007 as cited by Caparas, 2018). It happens during a certain
period in the life of an individual (Havighurst, 1948, 1953). It is believed that as a person
develops, there are certain duties and responsibilities that he/she should do.
The major challenge that adolescents go through focuses on identity, strengthening of character,
and preparation for the future. Thus, there should be people who would support them in times of
these challenges.
There are eight developmental tasks that can help establish the identity of adolescents according
to Perkins:
1. Establishing harmonious and favorable relations with people of similar age group
In the adolescence stage, individuals build relationships with other people, especially
with the same age group and maturity level. He/she tends to experiment as to how he/she
is to meet people around him/her and communicate with
them.

2. Acquiring either a masculine or feminine role in society

The adolescents will be conforming as to what is expected
from them. They will act as to how their genders are
perceived to act. Males should be strong and assertive.
Females are weak and passive. However, in today’s time,
females can do what males are expected to do, and vice versa
for the males.

3. Learning to accept and appreciate one’s body and physical attributes

In the adolescence stage, changes in physical appearance happen. It varies from an
individual to another as to how the changes happen to them. There might be some
adolescents who become anxious of what is happening to them. With that, they should
learn to appreciate their appearance. It would be a great help for them if the people
around them will show support and comfort to them to boost their self-esteem and
confidence.

4. Obtaining freedom from the protective

arms of parents and other people
As the changes in physical appearance
happen, emotional and psychological changes also happen. Adolescents should be able to
handle what they feel, and also their frustrations, disappointments and trials in life.
 5. Getting ready for a particular vocation, marital relationship, and family life
Individuals in this stage should also be able to be
prepared for future plans that they will have and
want to have. However, it is not advisable for them
to engage in such activities in this stage since they
still have to go through a process of maturity in
order to prepare themselves.

6. Preparing for a professional career

Many believe that after finishing education, one
should be able to look for a job and support
himself/herself. Thus, they should prepare well
for their future.

7. Adopting a set of moral principles to guide

one’s actions and behaviors in developing a
sense of ideology
As adolescents grow mature, they develop their
own set of values and beliefs. With these
standards, their decisions in life are guided and
they will be able to choose what is best for
them.

8. Yearning for and embracing socially responsible

behaviors
Adolescents tend to think that they have new roles to
play at this stage in their lives. They join certain
groups and organizations with which they assume
that they have a role to play and have the sense of
responsibility.

Challenges in Middle and Late Adolescence

There are also challenges that adolescents go through, despite the developmental task that they
also need to accomplish in this stage. Challenges focus on the different aspects of an adolescent
such as physiological, psychosocial, spiritual, and moral.

Physiological Development Challenges

1. Concern for Body Image
It is really normal for adolescents to be very conscious about their body. They are
observant of the changes that happens with their body image.
Body image is the perception of the physical aspects of the self. It is how a person see
himself/herself in terms of the physical appearance that is projected to other people. It is
also connected to the self-esteem and lifestyle of the adolescent.
 Adolescents who have a positive perception towards
the self can acquire positive mental health and self-
esteem. They are also positive in taking care of
themselves through eating habits and physical
exercises.
According to the Raising Children Network, with the
Centre for Adolescent Health (as cited by Caparas,
2018), some teens tend to be unhappy about their
body image if they:
 have a physical defect or incapacity;
 feel pressure from family or friends who annoy or mock them about their looks;
 have a different look or heavier weight
compared with the “ideal” shapes
adored by people as propagated by the
media;
 feel anxious about how others perceive
their physical appearance;
 have poor self-esteem;
 would like to have perfect body image;
 have bouts of depression because of
their looks; and
 belong to a group, club, or
organization that emphasizes a certain body type.
There are some adolescents who become anxious, confused and uncomfortable about
their physical changes. However, acceptance and support from people around them can
help them in accepting the changes happening to them.
2. Excessive Body Fat or Obesity

Obesity is a body condition having excess body fats. If obesity cannot be addressed well,
it can lead to different health implications.
Adolescents who are always made fun of can suffer from different emotional
disturbances. They acquire poor self-esteem and sometimes they suffer anxiety,
depression, and other problems.

Obese people have greater probability of having low self-esteem which make them feel
bad about their body image. Having low self-esteem can also cause poor eating habits
that can result to eating disorders.

3. Eating disorders
Eating disorders are psychological conditions that is characterized by having extreme
disturbances in eating habits. However, it is unknown as to what causes these eating
disorders.
There are three common eating disorders:
  Anorexia Nervosa – this is a disorder which a person does not like to eat. People
with this disorder ten to see themselves overweight, even if they are not. Some
even starve themselves to death.
 Bulimia Nervosa – it is a disorder with which a person eats excessively, then
forcing the body to vomit, also, he/she tends to take laxative just to get rid of what
was eaten.
 Binge-eating Disorder – it is similar to Bulimia Nervosa, with which a person eats
a lot, however, he/she does not force the food eaten to be removed from the body.

4. Irregularity of Sleep Patterns

It is very common for some adolescents now a days to have irregular sleep pattern.
According to National Sleep Foundation, adolescents sleep late at night and wake up late
in the morning. It means that it may be natural for some teenagers to have difficulty
sleeping early at night. There are sleeping disorders that adolescents encounter, such as:
 Insomnia – it is a sleeping problem with which a person tends to have difficulties
in sleeping. With the use of gadgets, some teenagers find it difficult to sleep
because of the bright light coming from the gadgets.
 Delayed sleep phase syndrome or “night owl syndrome” – it is the intense change
in the sleeping pattern of an individual that it becomes a problem for him/her to
do tasks and routines.
 Narcolepsy – it is a sleeping syndrome with which a person becomes too sleepy
during the day and has sleeping disruptions during the night.
 Sleep apnea – it is characterized by brief interruptions of breathing while
sleeping. A specific type of it is the obstructive sleep apnea, when air cannot flow
out of the nose and mouth of a person while sleeping.

Cognitive Development Challenges

1. Thinking, Learning, and Problem Solving
Adolescents become aware of what is happening around them, which makes them utilize
their mental faculties like reasoning, recollecting, and problem solving. It may be a
challenge for some teenagers since they are still adapting to changes which they were not
used to before.
2. Interpersonal Perspective Taking
In the adolescent stage, it is said that,
adolescents widen their perspective about the
world. They do not just view about
themselves, but also, they learn how to see
through the perspective of others. Since they
are still adapting, in this stage they try to
value mutuality (give and take), in which they
have to give back what they have received
from others.
3. Idealism and commitment to Social Causes
 This challenge pertains to the heightened commitment of an adolescent to his/her peers.
They value what their peers have decided. According to Steinberg (1993), close
associations, coherence, and agreement with peer group heightens at ages twelve to
fourteen.
According to Kroger (1989), as cited by Caparas (2018), Erikson believed that a
component of identity achievement is called “fidelity”. Adolescents experiment with
roles and systems in the society until they are to attain fidelity.

4. Persistence of Sense of Immortality and Invulnerability

Some teenagers tend to think that in this world, they are invincible and they cannot be
hurt by the things that they wanted to do. They tend to take risks and believe that other
people cannot understand them. This phenomenon is
called as personal fable, which was coined by a
Jewish-American child psychologist, David Elkind.
5. Learning through Success and Failure
Since adolescents are still encountering adjustments
with the transitioning from the concrete operations to
formal operations based on the cognitive development
of Piaget, teenagers commit mistakes, which they can
learn from. They need to acquire some self-confidence in order to do tasks that they
needed to accomplish.

Psychosocial Development Challenges

1. Searching for identity
Adolescents need to discover who they really are, what their roles should be and how
they should act. They seek balance between forming their identity and how they will be
accepted by others. They must discover what they want to be and how they will be seen
by the society.
2. Increase in intensity of emotions
Teenagers are to experience stress at this stage. It may be due to the changes that is
happening to him/her. They react to these changes in different ways, with which they
need to overcome how to control their emotions and feelings.
3. Peak of Parent-Child Control Disagreements
 Some teenagers seek for the “ideal” parents that they want, who are the opposite of who
their parents are. Since it is believed that in this stage, there are emerging conflicts
between parent and child, which usually are about the child’s freedom and the parents’
rules.
4. Peer Group as Focal Point of
Interest
Teenagers regard their peers as the
most important relationship than with
their parents. They tend to have a gap
between themselves and their parents.
They consider their peers as
“everybody” who becomes
“everything” (Caparas, 2018). They
engage with risk-taking activities with
their friends because they think that
they will not be hurt when they are with their peers.
5. Sexual Interest, Curiosity, Experimentation, and Partnerships
Teenagers are having difficulty discussing topics openly about their sexual interests with
their parents and older people. There are some, who have open communication with their
parents, with which they can discuss them freely at home.
Other teenagers engage to sexual activities due to their curiosity, and some do not know
what the consequences may be after doing such. These activities may result to pregnancy,
abortion or early marriages. Sometimes, after realizing such misdeeds, the consequences
lead to deep regrets, rejections and depression.
6. Substance Abuse
Some teenagers become to curious that they engage to substance abuse. Other than
curiosity, peer pressure, rebellion and relief from negative emotions cause substance
abuse.
The substances that are usually abused are tobacco, liquor or alcohol, diet pills or over-
the-counter drugs. Some teenagers also use prohibited drugs such as marijuana, cocaine,
methamphetamine, or ecstasy.
It becomes an idea of abuse when a person continues to use them which causes serious
problems such as family conflicts, peer isolation, school expulsion, or legal trouble. The
uncontrolled craving for these substances may cause adverse effects on one’s physical,
mental and emotional health of a person
(Caparas, 2018).

Spiritual and Moral Development Challenges

Moral Reasoning and Decision Making

Adolescents have difficulty in decision making and
reasoning. Based on Piaget and Kohlberg’s
contribution, moral reasoning becomes complicated
and distinguished through the years. They assert that
by the
age of

thirteen, the teenagers’ rational thinking develops to embrace reciprocal considerations. They
begin to appreciate other people’s experiences. The moral reasoning in adolescents is based on a
valued understanding of others’ outlooks and circumstances.

Adolescents have difficulty in decision making and reasoning. Based on Piaget and Kohlberg’s
contribution, moral reasoning becomes complicated and distinguished through the years. They
assert that by the age of thirteen, the teenagers’ rational thinking develops to embrace reciprocal
considerations. They begin to appreciate other people’s experiences. The moral reasoning in
adolescents is based on a valued understanding of others’ outlooks and circumstances.

Lesson 4: Coping
with Stress in Middle
and Late Adolescents
Everybody in this world that we live in is
familiar with stress. All humans experience
stress, may it be about school, work, home,
family, friends, etc. Stress is a part of
everyone’s daily life. However, most of the
time, stress is perceived as something
negative which affects a person. In this Learning Booster, you will learn more about stress and
how to cope with it. Also, you will know how to maintain your mental health and well-being.

Coping with Stress in the Middle and Late Adolescence

What is Stress?
Stress is a reaction or response done by the body to a dangerous event, harm or threat. According
to Cleveland Clinic, it is the body’s response to any change which requires an adjustment or
response. Also, McLeod (2010), stated that stress is experienced when an individual encounters a
threat that he/she could not deal with due to lack of proper resources.
From the past lessons that you have encountered, it was shown that adolescents, like you,
experience a lot of changes in many aspects (physically, mentally, emotionally, psychologically,
etc.). With all the changes that adolescents are experiencing, they experience more stress than
other life stages of an individual. In this stage of life, adolescents have a difficulty of solving
some problems compared to what adults can do, since they are more developed and mature.

Types of Stress
According to Caparas (2018), there are four types of stress:
1. Eustress – It is a positive stress. This stress gives a person satisfaction or a feeling of
fulfillment. Examples: winning a contest, trying to do something for the first time which
excites you.
2. Distress – It is a type of negative stress brought by unfavorable events that happen in
one’s life.
Examples: Losing a loved one, failing an exam, losing a job
3. Hypostress - It is also known as understress or lack of stress.
Examples: boredom, lonliness
4. Hyperstress – It is also known as overstress. This happens when someone is pushed
beyond what he/she can handle.

Stressors
There are a lot of factors which can cause stress, and usually they are called as stressors. These
stressors are not only external factors but they can also be internal factors that a person
experience in himself/herself. There are also instances with
which a stressor to a person may not be a stressor to another. It
depends on how a person reacts to the stimuli and how he/she
sees them as such.
There are different stressors in an adolescent’s life according to
Caparas (2018):
1. Physiological Changes – since adolescents experience
a lot of changes in the body, they become confused and
anxious about the changes that are happening to them.
2. Undesirable perceptions about themselves, low self-
esteem, or search for their identity – adolescents tend to be very conscious about
themselves. They become very aware of what is happening to them, and sometimes they
feel anxious about how they look, whether people around them will be able to accept
them.
3. Difficulty in meeting the expectations of other people – as a teenager reach the
adolescence stage, they are expected to perform roles as sons and daughters, students,
peers and citizens. There would be norms, rules and standards that adolescents need to
 conform. However, if they failed to do or follow such norms, the failures create pressure
and stress to them.
4. Anxiety experienced in trying on new types of clothing and
different hairstyles – with the changes that are happening to
adolescents’ physical features, how they look with their clothes
and hairstyles also matter to them. They become very
conscious on what to wear, just like how their peers dress
themselves. How people see and perceive them sometimes
cause stress in them.
5. Strained relationships with parents or siblings – it is
common for some teenagers to have conflicts within the family.
Just like what you have learned from the past lessons, some teenagers have gaps in their
relationship with their parents. Differences
between their personalities, priority, time, sibling
rivalry, or even money can cause them stress.
6. Peer pressure to do certain things – teenagers
feel stress when their peers let them do things
which are against their will. Some are being
pressured just to be accepted in the group.
However, some teens feel uncomfortable when
asked to do something they do not feel like doing.
7. Problems with friends or classmates in
school/Bullying – there are teenagers who
experience bullying in school because of differences with others. It stresses them out and
sometimes they lack motivation in attending their classes.
8. Career Decisions – some teenagers are being pressured by their family as to what career
or course they need to take when reaching college. Also, there are some teenagers who
have limited knowledge and resources which can help them decide their future career.
Stress can again be caused by these events, especially with the pressure and anxiety they
are experiencing.

Selye’s General Adaption Syndrome

Hans Selye (1907-1982), is known as the father of stress research. He was able to create a model
with three distinct stages as to how the body responds to stressors. The model was called the
General Adaptation Syndrome (GAS).
Selye did not see stress as bad or harmful by itself. It is our reaction and ability to adjust to the
situation that affects us. Selye said that “stress is not what happens to you, but how you react to
it.” Stress at a minimum level is healthy. It can enhance the body’s ability to be alert, to focus, or
to prepare the body to perform well under pressure (Ramos, 2016).
So, if you feel like you are feeling stressed, know possible ways on how you can manage it to
avoid worsening the stress that you are experiencing.

Stress Response
There are physiological changes that the body experiences when experiencing stress such as fast
heart rate, rapid breathing rate, increased blood flow, elevated blood sugar level, and dilated
pupils.

The Resistance Phase

The Alarm Phase
The body recognizes the
stressor. The alarm reaction
makes the body produce
hormones like cortisol (stress
hormone). Energy is
released to handle the
stress.
The body repairs itself after
handling stress. it still
continues to be in high alert
until it goes back to its
normal state. However, if
stress isn't handled yet for a
long time, more stress
hormones are produced
which leads to the
exhaustion phase.
The Exhaustion Phase
In this phase, prolonged
orchronic stress happens.
The body can no longer
handle stress which leads to
fatigue, burnout, anxiety, and
depression.
Experts believe that there are varied ways on how people respond to stress. One of which
responses is known as the fight, flight or freeze response.
Fight-stress response is done when a person chose to confront the stress that he/she is facing. A
person tries to struggle and compete with the stress that they are feeling.
Flight-stress response is when a person chose to run or escape the stress that he/she is
experiencing.
Freeze-stress response is when a person holds back, he/she does not know how to react to stress.
Neither fighting nor flighting is a response that the person makes. Sometimes, a person’s mind
goes blank, not knowing how to react to the stress.

Stress Warning Signs

Below are some symptoms that a person can experience when he/she is experiencing stress. The
more signs and symptoms experienced, the closer a person to stress overload.
However, it does not always mean that these symptoms are only experienced because of stress.
Cognitive Symptoms Emotional Symptoms
Memory problems Moodiness
Inability to concentrate Irritability or short temperedness
Poor judgment Agitation, inability to relax
Seeing only the negative Feeling overwhelmed
Anxious or racing thoughts Sense of loneliness and isolation
Constant worrying Depression or general unhappiness

Physical Symptoms Behavioral Symptoms

Headaches Eating more or less
Back pains Sleeping too much or too little
Diarrhea or constipation Isolating oneself
Frequent colds Procrastinating
Rapid heartbeat Forgetting or neglecting obligations
Dizziness

Tips to manage stress

According to the site, skillsthatyouneed.com, there are tips in which one can cope with stress.
1. Avoid caffeine, alcohol and nicotine. Caffeine and nicotine are stimulants which can
increase stress levels. Also, alcohol is a depressant,
however, when taken in large quantities, it can become a
stimulant that can trigger stress.
2. Indulge in Physical Activities. Physical exercises can
help reduce stress. You can take morning walks or even
daily exercises which can help you stay calm and can
help you sleep and rest well.
3. Get more sleep. Lack of sleep can also trigger stress.
There are also instances when you are too stressed that
your sleep is interrupted and thoughts keep filling your mind. Make sure to
always get enough sleep to help your body relax and function well.
4. Try relaxation techniques. There are different ways on how you can relax
your mind and body. One of which is trying to create a mantra that you can tell
yourself when you feel like stress is starting to hit you. Mantras such as, “My
mind is brilliant. My body is healthy. My spirit is tranquil,” “My commitment
to myself is unbreakable,” and “I listen to my body and give it what it needs.”,
can help in relaxation and in focusing on the things that you need to prioritize. You can
make your own mantras if you want to!
5. Talk to someone. Talking to someone is one of the best ways on how you can cope with
stress. It is very relieving for some people when they tend to talk with somebody when
they feel like they need help with something. Also, when a person talks to somebody, it
can distract him/her from stressful thoughts that he/she has been experiencing.
6. Keep a Stress Diary. Keeping a stress diary is also one way on how you can cope with
stress. You can take note of the stressful events or episodes that had
happened to you during the day. It is good to keep a stress diary because,
you are able to monitor your own stressful events. With the entries that you
have written, it can help you have an idea on how you can manage the
stress if it will be happening again in the future.
7. Take Control. In order to manage stress, you need to always look for
possible solutions for you to overcome it. If you let stress control you,
rather than you controlling stress, then, it would be difficult for
you to solve other stressors that you will encounter. However, it
is still better for you to know what to do, so that you can
manage other stressful events in your life.

8. Manage your Time. An ineffective time management can also

cause stress. If you do not know how to follow your timetable or
schedule, it would be difficult for you to avoid being stressed.
You should always prioritize the things that you need to do first, and accept that you
cannot do everything at once. You can always help yourself with the schedule that you
make. As long as you really are determined in doing tasks, then it is likely for you to
avoid stress.
 9. Learn to say, “No.” There are instances with which one has a lot of responsibilities to
do. Sometimes, with these responsibilities overflowing in one’s schedule, one does not
already know how to handle tasks which can cause him/her stress. If you think that you
cannot do and accept responsibilities at the same time, it is okay to say “no”. Saying
“no” does not always mean that you do not like to do the task given to you. It depends on
a person, whether how to give meaning to the answer, “no”. if you are still reluctant to
say “no”, there are some statements or phrases which you can use, such as:
“I am sorry but I can’t commit to this as I have other priorities at the
moment.”                            
“Now is not a good time as I’m in the middle of something.  Why don’t you ask me again
at….?”
“I’d love to do this, but …”
10. Rest if you are ill. You don’t need to do a lot of
work if you think you are not feeling well.
Workloads can wait as long as you can manage
your time well. It is better to be healthy, than to
be stressed and ill.

Lesson 5: Mental Health

and Well-being
What is mental health? When an individual feels wellness in his/her mind, that is known as
mental health. The idea of mental health affects how we think, feel and act. It also pertains to
the wellness of social and emotional being of a person.
According to Perez (2016), well-being is defined as a subjective state that emerges from general
feeling of satisfaction with oneself. It is also described as a condition of good health, happiness,
and prosperity.
Also, according to Perez, mental health and well-being are related to each other. A mentally
healthy person experiences a sense of well-being.

Signs of Good Mental Health

Adolescents exhibit good mental health, if they can do the
following (Caparas, 2018):
 Learn well in school
 Feel positive and happy about themselves and get to
enjoy life
  Demonstrate and deal with a variety of emotions, both positive and negative
 Make the most of their potential
 Cope and deal with the challenges of life
 Play a participatory and contributive role in their family, friends, school, and community
 Form positive associations with family members and peers
 Exercise and maintain nutritious diet
 Enjoy plenty of sleep at night
 Take responsibility for their own actions and decisions
 Exhibit a sense of accountability for the use of resources entrusted to them
 Acknowledge their weaknesses and mistakes, and learn from them

Achieving Mental Health

Caparas (2018), has also given some tips on how to achieve positive mental
health that can help adolescents like you.
1. Ventilating one’s feelings to close friends or family members .
Talking to people who you trust can help you improve your mental health. If you feel like
something is bothering you, better share it with your close friends or anyone in the
family, rather than being occupied by it which leads to stress and overthinking.
2. Engaging in physical activities on a regular basis. They say exercise can reduce stress.
Engage yourself in physical activities which can help you feel better. This also can help
you improve your mental health.

3. Maintaining a nutritious diet. Eating nutritious food can help your

brain to function well. If your body is healthy, your mind also
becomes healthy. If you have a strong immune system, then you
will be able to manage stress, anxieties, and worries.

4. Having a good sleep. When feeling worries, stressed and anxious,

it is not bad to rest. Having a good sleep can help your brain to
function well. If you are not having enough sleep, it may lead to
poor memory and impaired decision making.

5. Enjoying time with family and peers . Doing things that make you happy together with
your loved ones is another good way to improve mental health. You forget the negative
thoughts that you are thinking, and what matters more are the happy memories and
experiences that you are encountering.

6. Having a time out. No matter how busy your schedule is, or no matter how many tasks
you still need to accomplish, it still best for you to rest. You need to also give time for
your mind and body to take a break and relax from a very tiring and stressful day.
 7. Honing one’s competencies. Competencies pertain to the skills, abilities and attitude that
you have. Enhancing them can make you feel confident about the things that you can do,
which would help you build a better version of yourself.

8. Relaxing and enjoying a hobby. Enjoy things that you love

to do. If you think that what you are doing id really what
you love to do, then, you become more positive and
energized regardless of the tasks that you have at hand.

9. Setting realistic goals. Setting goals help you become

motivated about the things that you are doing. If you become motivated by the goals that
you have, you become positive in reaching them.

10. Being positive always. Removing negative thoughts in your mind is a good way to do to
help your mind become healthy. Thinking positively may have a good impact when it
comes to your way of perceiving things and understanding things and people around you.

11. Accepting oneself. You should know how to accept yourself. You can appreciate and
recognize your strengths and weaknesses that may contribute to the well-being of your
mind and body.

12. Asking for help when needed. “No man is an island” We are all familiar with this
saying. When you feel like you cannot solve problems on your own, it is not bad to
always ask for help to the people around you. Asking for help may lead to the feeling of
comfort and relief which also leads to the value of being grateful.

13. Caring for others. Showing care and helping others make other people feel good and
satisfied with the things that they are doing. Showing concern to others, mat also lead to
your own mental well-being and also to others’.

14. Talking to a health professional. It is a big help for an individual to ask for help from
people who really can understand his/her situation. Talking to a health professional may
help a person understand others’ perspectives and
enhance his/her problem-solving capabilities.

Causes of Mental Health Struggles

There are a lot of causes of mental health problems. The
causes below are some of those which triggers a person’s
mental health that leads to problems,
Genetics
 Physical factors such as a head injury or a condition such as epilepsy that can have an
impact on behavior and mood
Unmanaged stress
Lack of secure or permanent dwelling place
Negative experiences during childhood
Being left out by friends, having feelings of sadness, and being discriminated against
Losing a loved one
Social disadvantage, poverty, or debt
A long-term physical health condition
Traumatic experiences

Signs that teens need Mental Health Treatment

Adolescents go through a lot during in this stage of their lives. They experience many changes in
their physical, emotional, psychological, and other aspects of their selves. With these changes,
some teenagers may fell lost and confused about the experiences that they are going through.
There are also some teenagers who are hesitant to share their feelings to the people around them
which leads to the mental health problems that they will experience.
According to a professor of clinical psychology, Richard Friedman (2013), there are red flags
that need attention from mental health professionals:
1. Changes in mood. The person suffers from a sudden change in mood that is not very
usual for him/her to feel.
2. Behavioral changes. Changes in behavior such as being irritable, feeling depressed,
being influenced by peers in doing vices and getting involved to criminal acts.
3. Difficulties in school and in relationship with friends . The individual suffers in
performing well in school and is having a difficulty in sustaining relationships with
friends or classmates.
4. Physical manifestations. Signs that show physical weakness, changes in eating and
sleeping patterns, frequent stomachaches, headaches and backaches, neglect of personal
appearance and hygiene are what individuals encounter.
5. Taking medicines by oneself. Drinking of alcohol, self-harm, eating disorders, and other
forms of escapes are what individuals should look at. It is better to seek professional help
immediately when encountering situations like these.

Diagnosis of Mental Health Problems

In diagnosing a mental health problem, medical professionals identify symptoms felt and
encountered by individuals. The mental difficulties are categorized so that the person can be
treated according to the proper caution and treatment. Usually, individuals are interviewed or
asked to answer questionnaires before they are given the diagnosis and treatment (Caparas,
2018).
There are two (2) qualifications of mental health problems:
a) Neurotic mental health problems – these problems cover symptoms which are
considered as acute types of “normal” emotional encounters such as nervousness, fear,
and depression. These are mental health problems that are regarded to be common
among individuals.
b) Psychotic mental health problems – the symptoms in this type of problem are
considered as unusual. Individuals encountering these experience events when they
usually lose their minds with a touch of reality. They may sense some things that other
people cannot.

Types of Mental Health Problems

There are many types of mental health problems, and each may have similar symptoms with
another, that is why medical professionals try to diagnose them in a very careful manner.
1. Depression. It is a mood disorder that causes a persistent feeling of sadness and loss of
interest and can interfere with your daily
functioning (mayoclinic, 2018). The
symptoms of depression include the
following:

 Being lonely, moody, and irritable
 Feelings of worthlessness, guilt, or
self-blame
 Sudden dislike of hobbies and
leisure they were previously engaged
in
 Fatigue, disinterest, and poor energy
level
 Sudden shifts in eating patterns or
changes in weight
 Burst of anger not typical of one’s
nature
 Isolation from friends
 Destructive views such as topics on
violence murder, or suicide
 Unclear body ailments such as
headaches and stomach pains
 Changes in sleeping patterns such as
insomnia or oversleeping

2. Anxiety. It refers to the unlikely concern about one’s daily life and routines. It includes
the feeling of “butterflies”, sinking feeling, tension, or uncomfortable feelings. Anxiety is
normal for teenagers’ range of emotions. It is usually temporary and goes away on its
own.
3. Obsessive-compulsive disorder. It is an anxiety disorder characterized by uncontrollable
persistent thoughts, moods, beliefs, impressions, or actuations that prompt people to do
something. An example is when a person believes that his/her hands are dirty even if they
are not, so the person washes a lot of times.
4. Phobias. It is the extreme or irrational fear of specific things. It has a similar symptom as
anxiety. In extreme cases, people may suffer from panic attacks.
Common phobias in adolescents
 Fear of dating
 Feal of dealing with authority figures
 Fear of public speaking
 Fear of taking exams
 Performance anxiety/ stage fright
 Fear of writing in public
 Fear of urinating in public

Common phobias
 Fear of spiders (arachnophobia)  Fear of heights (acrophobia)
 Fear of fresh air, airborne  Fear of lightning and thunder
substances, flying objects (brontophobia or astraphobia)
(aerophobia)
 Fear of crowded places or closed
area (claustrophobia)

Symptoms of phobia
 Breathing with difficulty  Strong palpitations
 Light-headedness or dizziness  Helplessness
 Excessive perspiration  Feeling confused
 Feeling of wanting to vomit  Fear of dying
 Dryness of the mouth  Flushed or red face
 Feeling unwell  Trembling
 Collapsing  Feeling of having butterflies in the
stomach

5. Eating Problems. Some teenagers also experience eating disorders with which they eat
too much or not at all. Some disorders are bulimia, anorexia, binge-eating.
6. Bipolar Disorder (manic disorder). In this disorder, a person experiences serious mental
health problem in which a person experiences an extreme and sudden change in mood. It
includes the symptoms of sudden change in energy levels, activity levels, sleep patterns
and behaviors.
7. Schizophrenia. It is a disorder in which a person’s perception is disorderly and faulty.
Usually, the things that are said by people with schizophrenia do not make sense at all.
They may sit for hours without talking or moving.
8. Personality Disorder. It is described as having a severe and unnatural mode of reasoning
and performing. Individuals suffering from personality disorders have problems
pertinent to perception of their environment and have trouble dealing with people.
9. Panic Attacks. This disorder may have an instance of severe symptoms that may last
from 5 to 20 minutes. Individuals may also experience difficulty in breathing and
pounding of the heart.
 10. Self-harm. People who experience this cause physical harms to themselves. After hurting
themselves, some feel relieved and some feel a little energy. It is a way for them to
convey and release the things that they cannot express.
11. Suicidal Feelings. Individuals with mental problems my experience suicidal tendencies.
They may think of something unpleasant, scary, and intrusive. However, some may think
of committing suicide, though most of them do not proceed of the idea of doing so.

Ten Tips to Stay Mentally Healthy

If the body needs to be healthy, the mind needs to be healthy as well. Below are suggestions
given by Caparas (2018) on how to stay mentally healthy.
1. Interact with people. Create bonds with other people.
Relationships built with other people may help in
improving a person’s mental well-being.
2. Enjoy life. Do the things that you love to do. You may
watch a movie, go to the beach, travel with your family,
read a book or play a musical instrument. Enjoy these
kinds of things.

3. Join an organization and share interests . Join to an

organization that suits your interests. If you share common interests with others, you feel
a sense of belongingness. The activities that you can engage in can also promote mental
well-being.
4. Contribute to society. Volunteer to different activities that can help other people in the
society. You can also comfort a friend whom you think needs some encouragement.
5. Maintain a healthy body. Always eat nutritious food in order to have a healthy body and
mind. Remember that a healthy body, comes with a healthy mind.
6. Accept challenges. Always be interested in doing new things. It is good for one person to
be able to discover something new that can help him/her enhance a mental well-being.
7. Deal with stress. You already know the meaning of stress. The most important thing that
you can do to deal with it is to live with it. Stress is not always negative. However, if you
feel like you are stressed, always remember to have a fight-response with it.
8. Rest and get plenty of sleep. Always remember that it is not bad to have a rest. Rest helps
your body refresh and relax. It is good for
you to also have a complete sleep maintain
8 hours of it. Sleep helps you boost your
immune system, metabolism, learning, ang
memory.
9. Feel the moment. Enjoy every moment that
you have. Feel everything that is around
you. Listen to the birds chirping, smell the
fresh air in outside your house, and feel the
cool wind that brushes through your skin.
These things can help you enhance your cognitive well-being.
 10. Call a friend for assistance. Always ask for help when you think that you are having a
hard time at some point in your life. It is not bad to ask for help. You can feel the real
meaning of life if you know that there are people who are ready to help you in times of
difficulties.

Lesson 6: Social Relationships and Family Structures

Relationships matter for a certain individual. As the saying goes, “No man is an island”.
Relationship is known as a connection that bonds a certain individual to another. Each of us has
people who we relate to. Without them, it would be difficult for individuals to survive.
There are four common types of relationships that a person can have.
1. Family relationships – a relationship with people whom you are connected to by blood,
kinship, marriage or even through adoption.
2. Friendship – a type of relationship which you have people whom you choose to interact
with. These people are who you call as friends and most of the time you give trust,
respect, and care to them.
3. Acquaintanceship – in this type of relationship you connect with people who are not
friends with or even relatives to each other. The people whom you consider as
acquaintances are those who you just see everyday, however, you do not interact to them
much.
4. Romantic relationship – a type of relationship which you strongly feel attraction to
another person that you know. Also, the person you are attracted to, reciprocates the love
or attraction that you give.

Interpersonal Attraction
Interpersonal attraction refers to the factors or elements that make people like each other. This
interpersonal attraction may not only be about romantic relationship, but also the other types of
relationship given above.
According to Psychology professors Franzoi (2006), Myers (2005), Hogg and Vaughan (1998),
there are reasons for interpersonal attraction.
1. Physical Attractiveness. A person’s idea of beauty varies from one person to another.
Physical attractiveness is a personal preference according to a person’s standards on
beauty. There are people who get attracted easily based on the facial features, height,
body built and other physical characteristic of a person.

2. Physical Proximity. The location of a certain individual also affects the interpersonal
attraction between individuals. May it be in school, neighborhood, work, or barangay, it
can affect interpersonal attraction between a person and another. According to the
psychologists Festinger, Schatcher, and Back (1950), individuals or teens whose
 locations are close with
each other, are likely to
become friends rather than
those who are located far
from them.

3. Similarity. People tend to

become friends and
attracted to each other
when they have similarities
in personality, background,
interests, and skills. The
more similarities, the deeper the attraction between individuals.

4. Reciprocal Liking. Interpersonal attraction can also emerge to people when the
individuals that they like also like them back. In this situation, there is a feeling of
acceptance between both parties which leads to relationships like friends or even deeper.

5. Familiarity. If a person feels familiar to another, he/she feels comfortable about the
other. The attractiveness in this sense also deepens

Four Types of Love According to Ancient Greeks

1. Philia is a love between friends.
2. Eros is known as the sense of being in love.
3. Storge is the love felt towards the family.
4. Agape is unconditional love which includes sacrificing and providing love that is pure
and selfless.

Triangular Theory of Love

The triangular theory of love is developed by Robert Sternberg, who is a psychologist. He
believes that this theory encompasses the human experiences of love which is consists of three
elements known as: commitment, intimacy, and passion.
a. Commitment – it is the willingness to stay with a certain person.
b. Intimacy – refers to how close the person is to another. This also pertains to how well a
person knows another.
c. Passion – it is one’s attraction to a person in a romantic and erotic sense.
Sternberg believes that all love relationships fall to the illustration of the triangle of love with the
three elements mentioned above. The center of the triangle or the three elements is called the
“sweet spot” which shows the balance of the three.
Also, according to him, there are seven types of love that is embedded in the triangle of love that
he has developed. The seven types of love are as follows:
1. Liking. This is having extreme
closeness without obligation or
promise.
2. Companionate love. An
affection felt between members
of the family. Intimacy and
commitment are present,
however, there is no sexual
passion felt.
3. Empty love. In this type of
love, there is nether desire nor
closeness. Example is couples
living with one roof just for the
sake of their children.
4. Fatuous love. A type of love
which has passion and
commitment; however,
intimacy is missing. An example would be newly married couples who married
immediately, without knowing each other deeply and for a long period of time.
5. Infatuation. “Love at first sight” is an example of it. This love is without closeness or
obligation. However, this type of love will flourish if the relationship will be led to
commitment or intimacy.
6. Romantic love. It pertains to short-lived severe feelings and association but may disappear
if it is not sustained nor lead to having commitment.
7. Consummate love. It is a “perfect” kind of love. It is in the middle of the triangle. In this
love, there is a balance between intimacy, passion, and commitment. This love makes
couples achieve true love and makes them face challenges that they may encounter.

Social Relationships
Social Influence refers to the effort of others that gives effect on the behavior and attitude of
others. It also pertains to ways on how a person the impacts the view, mood, and actions of other
people.

Principles of Social Influence

According to Cialdini (2009), there are six principles of social influence namely:
1. Reciprocity or mutuality. People are used to return a favor, pay back debts, and they
always treat others the way they were also treated.
2. Commitment, obligation, and consistency. According to Cialdini, people tend to be
consistent once they made a decision or an action. They also stick to commitments once
they have made one.
3. Social proof or shared evidence. Some people act the way as to how they see others act.
They tend to think that it is safe to act if they see other doing the same. Example is when
an individual sees that there are people who cross the pedestrian lane even if the traffic
light for pedestrians is still red, then that person follows since he/she sees that others also
do it even if it is against some rules.
4. Authority or power. People tend to follow those who are in authority. They feel that it is
their obligation or responsibility to follow those who are in position higher than him/her.
5. Liking or fondness. Cialdini believes that people are likely to be influenced by others
who they like and are familiar with. Some people tend to buy products offered to them by
people whom they are close to or whom they like.
6. Scarcity or inadequacy. People tend to be influenced in buying things or availing things
with which they think are limited and are needed by everybody. For example, the
ordinance regarding the use of face shields in public places and transportations, made
some people/citizens buy a lot of face shields since they know that the use of it mandated
and the number of it became limited.

Types of Social Influence

There are 3 types of social influence namely: conformity, compliance, and obedience.

 Conformity. It is the most common form of social influence wherein people change their
behavior or attitude based on what others view as correct or accepted. In such events,
some people feel pressured to follow and act according to what they see and hear from
others. People are believed to conform for the sake of belongingness and acceptance in a
community or group. Some are willing to change their values and beliefs just to fit in
what majority do.
 Compliance. This type pertains to influencing an individual to act or follow on the
demand or appeal of someone or a group. In this type of influence, people have the right
to decline what is asked from them, however, if they will do so, there will be
consequences, sanctions, or penalty given to them which make some individuals follow
even what is expected from them to do is against their will.
 Obedience. This is a type of influence with which there is a change of a person’s
behavior and tends to submit himself/herself and follow what a person asked him/her to
do. In obedience, there is unequal power between the person in authority and the person
who obeys. The person who is seen to be inferior, needs to follow what is asked of
him/her, and he/she does not have a choice but to follow.
Social Roles and Social Norms
Social roles are the part people play as
members of a social group (McLeod, 2008).
Their actions are guided by certain social
norms.
Social norms are unwritten rules about how
people should behave (McLeod, 2008).
These norms prescribe specific behaviors and
actions acceptable for a particular place or
group.

Elements that influence Social Roles

Genetic Predisposition. In this element, it is not literally based on the genetic make-up of an
individual. However, it is more on the innate skills or characteristics that a person is born with.
People who are born in specific skills and talents are assumed to play roles which are related to
what they can do. For example, a person is good at writing, thus that person is assumed to play a
role that is related to writing such as being a campus journalist or even a school publication
editor.
Societal Influence. There are certain roles a
person can play depending on the roles they want
to immerse themselves in. Organizations and
clubs in school for example, an individual can
join them. They play different roles according to
what interests them.
Cultural Influence. People belong to different
cultural groups. People play different roles
depending on what cultural group they belong to.
For example, in the Philippines, the values a
teacher should have, may be different to other
countries.

Situational influence. This

element pertains to the role played by an
individual based on the situation that he/she
in. Each individual play different roles such as
being a student, a child, a citizen of the
country, an employee, etc. and with such
situations a person is in, they play different roles according to the situation that they are
experiencing.

Family Structures
The word family came from the Latin
word familia. It is a group of people
related through marriage or through blood
who live together. The people in a family
are attached to each other. It consists of a
mother, a father, and children.
The family is the basic unit of the society
and it serves many functions. The family
may seem to be private, however, it is still
considered as a social institution (Caparas,
2018)

Characteristics of a Family
The following are the characteristics of a family, according to Caparas (2018):
1. As a social group, a family is universal.
2. It provides people their basic needs, whether tangible or intangible.
3. It is the very first social group that people are oriented with.
4. It shapes people’s beliefs, values, principles, views, and dispositions.
5. It provides a venue for role modelling.
6. It provides the legacy and heritage of both material and immaterial wealth.
7. It serves as a link of individuals with other social institutions.
8. It teaches and lays down the foundation of the culture with which the individuals will
eventually interrelate in a bigger perspective such as community and society.
9. It is where individuals go back and find comfort inn times of crisis, challenges and
difficulties that come their way as they journey through life.

Types of Families
According to Structure
1. Nuclear Family – consists of a mother and a father together with the children.
2. Single-parent Family – consists of only one parent, either a mother or a father, together
with the children.
3. Extended family – consists of aunts, uncles, cousins, and grandparents living together.
 4. Grandparent Family – consists of grandparents taking care of their grandchildren, due to
the reason that, the parents of the children might have died, separated, or worked away
from home.

According to Residence
1. Patrilocal Family – the residence is near to the male’s family after marrying.
2. Matrilocal Family – the family lives near the female’s family after marrying
3. Avunculocal Family – the family lives near or in the groom’s maternal uncle’s
residence.
4. Neolocal Family – the couple lives on their own after marriage. The residence is neither

near the male or female’s family.

According to Authority
1. Patriarchal Family – the father is the one who dominates the family and makes
decisions. He controls the property of the family.
2. Matriarchal Family – the mother dominates the family. She is the owner of the property
and rules of the family.
3. Egalitarian Family – in this family, the father is considered the head and the mother is
the one assigned for the money and organization of the house.

According to Marriage
 1. Monogamous Family – the husband is married to only one wife.
2. Polygamous Family – the husband is married to two or more women at the same time.
3. Polyandrous Family – the wife is married to two or more husbands at the same time.

Family Discipline and Parenting styles

Discipline in the family is usually one of the major roles of parents or even of elders. The word
discipline means
“to teach”. Discipline is one of the ways with which parents’ guide their children with the
concept of knowing morality, or knowing what
is right from wrong. Also, adolescents’ roles in
the society is included in the discipline parents
focus on. The main purpose and importance of
discipline is to teach children behaviors and
attitudes that is acceptable in the society.

There are four types of parenting styles that

parents use to discipline their children.
Authoritative Parenting
- This is a type of parenting style characterized with the use of rationale, warmth, firm
control, and issue-oriented discipline. In this style, parents emphasize that their
children should learn how to gain independence, freedom, and self-direction, however
parents still know how to give limitations to their children.
- According to Berger (2011), parents having this style are usually demanding and
responsive. They recognize how their children feel and guide them in managing their
emotions. Children under this parenting style
grow to be more independent and self-reliant.
They also become generous, determined,
efficacious and well-appreciated by people.
Authoritarian Parenting
- This style of parenting is characterized by
toughness and unreceptiveness. Parents having
this parenting style are usually strict with rules
being implemented at home. Heavy
punishments are given with neither explanation
nor response. Shouting at their children and
corporal punishments are given by parents to their children.
 - Children under this parenting style have less social competence as they are dictated
what to do and discouraged from making their own decisions. They also become
compliant, conforming, quiet, and unhappy. Moreover, some children under this style
become rebellious once they reach
adolescence.
Indulgent or Permissive Parenting
- In this style of parenting, parents are
responsive, but not demanding. They
are not very strict and nondirective.
They are usually involved with their
children; however, they do not control
them. According to Rosenthal (2014),
a clinical psychologist, parents in this
style provide their children anything
that they want and desire. Some
parents provide their children things
which they were not able to have when
they were younger.
- Parents also play the role of being “friends” with their children, rather than
establishing their role as a parent and someone in authority.
- Children under this parenting style may grow as people who are self-reliant and
resilient. They mature faster and are able to be independent from their parents.
Neglectful Parenting
- Parents having this style are inattentive and are not doing their duties for their
children. They are also unresponsive, disconnected, and distant. They do not seem to
care and they do not discipline their
children. However, they are able to
provide what their children’s basic needs,
but not their emotional needs. This kind
of parenting may be caused by problems
such as financial, psychological,
emotional, etc.
- Children raised under this parenting style
mature too quickly. They feel that their
parents prioritize other things more than
them. These children usually feel bitter
towards their parents as to how they were
raised. They search for love which they
did not feel from their parents.

The Filipino Family

We are all aware that most Filipinos value the concept of family. In every occasion and
celebration, family members gather and celebrate together. Having close family ties is important
in a Filipino family. Usually, the family is the most important thing in an individual’s life, and
most of the time, parents sacrifice working far away from their families just to provide the needs
of their children.

Here are some characteristics that a Filipino family has:

- The father is usually the head of the family. He is the one in authority. This is
known as patriarchy. The father is also known as the breadwinner of the family for
he provides the needs of each of its members.
- The mother usually takes care of the home, especially with the household chores.
She attends to the needs of her children; and she is known to be calm and caring.
- For most families, both parents are working, to cater the needs of each family
member and to ensure quality of life to the members.
- Due the close family ties of a Filipino family, there are instances in which parents
have a hard time letting go of their children when they get married. This kind of
scenario usually leads to an extended type of family.
- Compared to the Western countries’ family traditions and practices, with which
children send their parents to a homecare-institutions when they get older, Filipino
families do the opposite. Children take care of their parents even when they get
older. In this Filipino practice, parents enjoy their remaining years of their lives with
their loved ones.
- Filipinos use po and opo when talking to people older than them. This practice
reflects the respect given to the elders.
- Another practice in Filipino families is greeting older members of their families by
saying Mano po or by pressing their forehead on the hands or cheeks by the young
ones. In return, the elders will say, “God bless you” as a form of blessing.

Lesson 7: Career Development

Persons and Careers
It is common for everybody to set goals which will help one decide for the dreams and
aspirations one has set for himself/herself. These goals of teenagers most of the time focus on the
careers that they want to have in the
future. As a teen, you also need to be
responsible of the decisions that you
make.

Career and Career

Development
According to Oxford Dictionary (2015),
the word career means, “a profession
assumed at a momentous time of the life
of an individual with chances of advancement.”
A career is usually known as a job that an
individual can have or even tasks and
accomplishments that come with different
professions (Kumar et al. 2015). Career also covers all kinds of occupations included under blue
collar, white collar, professional and semi-professional. However, a career is also known as the
shift of occupation during a person’s life. An example is when, an individual was a teacher
before, however, he/she shifted into being a businesswoman.
As stated by National Career Development Association (2013), career development is the
outcome of the different factors combined together such as psychological, sociological,
educational, physical, economic, and chance factors that influence an occupations nature and
significance in the life of an individual.
Moreover, Lorraine Sundal Hansen (1976), a psychology professor, describes career
development as a continuous lifelong process that focuses on gathering and processing of the
different pieces of information about oneself, occupation, lifestyle, and role options.

Theories on Career Development

John Holland’s Personality Type Theory

John Holland, a professor at John Hopkins University and an American psychologist, developed
a theory that an individual’s career always involves the matching of an individual’s personality
with the kind of environment where he/she works. For example, a shy person cannot work with a
job which requires him/her to socialize and speak to other people.
Holland developed six personality types and what jobs, or occupations can match with each
personality. The personality types are also known as the RIASEC. He also believes that a person
can have more than one personality type which can be related to each other.
Type Description Example
Realistic  people who like mechanical activities, carpentry, auto
outdoor activities mechanic
 prefer working with their hands rather
than with people
Investigative  people who like to watch and learn scientists
about the world around them, they are
generally quiet; they spend time
thinking to solve difficult problems
Artistic  likes to think up new ideas musicians and interior
 they are creative, artistic, imaginative designers
Social  likes to be with other people teachers and social
 they are talkative, friendly, and workers
interested in helping or teaching others
Enterprising  people who like to influence, lead, and sales people, lawyers,
persuade other people and businessmen
 sociable and outgoing
Conventional  like to work with numbers typists, file clerks, and
 good at carrying out details financial experts
 neat, orderly, organized and practical
Source: Perez, A. H. (2016). Personal Development. Quezon City: Vibal Group, Inc.

Donald Super’s Developmental Theory

Donald Super, a renowned American career development theorist and a professor, believes that
self-concept changes over time and develops because of experience. Self-concept is how an
individual perceives himself/herself. He may perceive himself/herself as someone who is
confident of his/her abilities.
If a person has a positive self-concept, then, he/she becomes effective in working and interacting
with others. Moreover, individuals with positive self-concept is likeable, valued, and shows self-
respect, self-confidence, and sense of dignity.
Super believes that self-concept changes at different stages of a person’s life. With the
experiences a person encounters, his/her self-concept develops.
Below is Super’s five life and career development stages:
Stage 1: Growth Age 0-14 Development of self-concept, attitudes, needs, and general
 work of work

Stage 2: Exploration Age 15- “Trying out” through classes, work experience, hobbies
24 Tentative choice and skill development

Stage 3: Establishment Age Entry-level skill building and stabilization through work
25-44 experience

Stage 4: Maintenance Age 45- Continual adjustment process to improve position

64

Stage 5: Decline Age 65+ Reduced output, prepare for retirement

Parsons’ and Williamson’s Trait and Factory Theory

Parsons and Williamson highlight the following ideas about career development (Caparas, 2018):
 Everyone has his/her own characteristics which includes his/her preferences, values,
skills, and personality.
 Each job has required qualifications which are needed to effectively execute one’s role or
job.
 There should be a match between a person’s characteristics, to his/her job dimensions
with the help of problem-solving and decision-making skills.
 The more a person’s characteristics matches with the job dimensions, the effective the
performance and job satisfaction a person executes.

Developing Career Goals

When managing a career process, setting goals is one important step in achieving it. There are
three type of career goals according to Caparas (2018):
 Short-term career goals. These are goals that may run from one to two years. These
goals are usually specific, achievable, and limited.
 Medium-term career goals. These goals that run from three to twenty years. They are
usually unclear and are subject to change.
 Long-term career goals. Goals that may go beyond twenty years are known as long-term
career goals. These goals are sometimes difficult to formulate.
Guidelines in Setting Career Goals
When setting career goals, it is good for an individual and for you as an adolescent to be guided
by the acronym SMARTER (Caparas, 2018).
Specific – Aim for a specific, focused area for the career goal.
Measurable – Come up with goals which can be used or measure success factors.
Consider questions such as, “How many?” and “How much?”
Attainable – Set goals which can be achieved by a person. You can break down large
goals in to smaller ones then achieve them one step at a time.
Realistic – Take into consideration whether these goals are reasonable and is valid for the
present time. You can also determine what resources are available and accessible.
Time-bound – You can also set a timeline when achieving your goals. This can help you
identify which goals should be achieved at a specific time span.
Extending – Goal can be set to be challenging, for you to unleash skills and potentials
which were hidden and can help you achieve the goals.
Bringing out the best in you would justify this.
Rewarding – Set goals which will make you happy,
satisfied and fulfilled. Goals should let you feel a sense
of gratification, once it is achieved.

Career and Life Goals for Teenagers

It is common to adolescents like you to think and prepare
about your career in the future. Also, at this stage, you are
strengthening your skills in getting high grades, making
friends, and creating career plans.
Here are some goals given by Caparas which adolescents usually focus on:
1. Academic Goals. Being able to achieve high grades and pass their
different subjects are some of the goals teenagers commonly want to
target. Some teenagers are knowledgeable about the fact that, having good grades and
doing well in school can serve as a passport to a good school in college or even to have a
good job. Adolescents also become conscious about their requirements, that they should
pass It on time or else, there would be deductions from their score if they would pass
beyond the deadline.

2. Social and Emotional Goals. Social goals are outcomes

that pertain to maintaining good rapport and camaraderie
with people, and in a much deeper perspective, helping, or
uplifting each other.
Emotional goals pertain to targets that focus on the
cognitive, physiological, and behavioral expression of
personal emotions. To be aware of the self and other
people and to be able to manage the self as someone who
relates to other people.
 Teenagers should be able to equip themselves with social and emotional skills to have
healthy relationship with others. They are also encouraged to maintain good rapport and
meaningful relationship with people around them.
3. Vocational Goals. Some teenagers feel that they should start setting goals to help them
what they want in life. There are some who start to look for jobs, summer jobs or even
part-time jobs to help them support themselves in school and to even buy things that they
need. Also, these employment opportunities guide them to the goals they set for
themselves.
4. Extracurricular Goals. Most teenagers join clubs and organizations which would fit
their skills and interests. Activities done in each club or organization help in enhancing
their skills and talents. It also improves their interpersonal, leadership, and other lifelong-
skills that they can use.
5. Life Goals. Teenagers consider some important life goals such as the following:
Enjoy life Fulfill personal values
Be healthy Do the right thing
Be happy Explore the world
Pursue ideals and passion Be a good family member
Achieve intellectual growth Be close to parents and family
Have financial freedom Be respected
Care for others Have confidence and autonomy
Have emotional intimacy Be interpersonally effective
Achieve self-knowledge Be organized and efficient

Factors that Affect Career Choices

There are many factors that may influence people in choosing the career that they want to reach.
Some may be internal/personal and same may be external factors.
Below are the internal and external factors that can affect a person’s career choice:
Internal/Personal Factors External Factors
Skills and Abilities Parental influence
Interests and Personality Types Family tradition and circumstances
Values Peer influence
Life Roles Influence of teachers, guidance
Previous Experiences counselors, and other school
Gender authorities
Childhood Fantasies Employment prospects
Salary package, benefits, and other
work conditions
Social and mass media
Culture
Social and economic conditions
 Opportunity to apply knowledge and
skills
Accidental or chance factors

Career Planning

Career planning helps a person find direction in mapping his/her career path and it helps him/her
in seeing what their potential future can be. It helps a person know what his/her strengths and
weaknesses are that can help in reaching his/her goals in life.
In planning for a career, it is important to follow the series of steps in the process so that, they
can somehow make adjustments or changes, once they will be able to see what can help them the
most.

Below is the illustration of the process on

career planning:

1. Know
Oneself

2. Explore
4. Decide and
take action Possibilitie
s
3. Know
avalable career
options and
match
competencies
Source: Caparas, M. G. (2018). Personal Development: Discovering the Key to Success. Quezon
CIty: Abiva Publishing House, Inc.

These are these steps in career planning:

1. Know oneself. Understanding oneself would help to a career decision which would fit
the person. Consider the following:
Current situation Values
Target sphere of accomplishment Preferred roles
or achievement Preferred work environment
Likes and dislikes Developmental needs
Knowledge Strengths
Skills and abilities Weaknesses
interests

2. Explore possibilities. Know what possibilities are present so that they can help you plan
your career in the future. Also, you need to do some research about the following:

Opportunities for volunteer work Employment trends

Availability of summer jobs Salaries and compensation
Prospects for tutorial work packages
Specific jobs related to desired Required competencies
career or profession Technology trends
Industries where on intends to Global marketplace trends
work

3. Know available career options and match competencies . In planning for a career, it is
also helpful for you when you have options you can choose from. It would be better if the
career is aligned to the skills and interests that you have. You also need to assess what
competencies or skills do you have in order to know whether you will be able to fulfill
the qualifications of the career that you chose to push through. You need to consider the
following:

Job requirements against present Advantages and disadvantages of

competencies such as knowledge, skills pursuing such profession
and abilities Options for short- and long-term career
Training requirement against available Search for career fit
training opportunities
Suitability of career according to one’s
interests, personality, and values
 4. Decide and Take Action. After the steps mention above, the last step would now be to
decide and take an action. You may do the following:
Choose the best career profession that fits current situations and competencies
Seek professional assistance from a career counselor
Develop job search strategies
Advance and improve your craft
Pursue desired career goals

Advantages of Early Career Planning

1. Organizes Life
2. Acquires Goal Management Strategies
3. Strengthens Self-Esteem
4. Teaches Prioritization Skills
5. Cultivates Assertiveness
6. Induces Discipline
7. Makes Young People Productive and Value Time
8. Challenges One’s Potentials
9. Enhances Creativity and Resourcefulness
10. Expands Perspectives Relative to Career Opportunities
11. Boosts Problem-Solving Skills
12. Enriches Decision-Making Capabilities