Personal Development (SocSci1)

UNIVERSITY of the ASSUMPTION
Unisite Subdivision, Del Pilar, City of San Fernando 2000, Pampanga, Philippines
1Q - SocSci1 Page 1 of 12
SENIOR HIGH SCHOOL - GRADE 12
Academic Track - Science, Technology, Engineering, and Mathematics (STEM) Strand
PERSONAL DEVELOPMENT (SocSci1) are relatively quiet.

(First Semester, First Quarter Reviewer) The growing adolescent shakes
off old dependencies and learns
Genital 11+
to deal maturely with opposite
UNIT 1: SELF-DEVELOPMENT sex.
CHAPTER 1: AN OVERVIEW OF HUMAN
DEVELOPMENT 2. ERIK ERIKSON’S PSYCHOSOCIAL THEORY
PERSONAL DEVELOPMENT ERIK ERIKSON (1902 - 1994)

• Expanded Freud’s theory, however he shifted his
• Process of improving oneself.
focus to psychosocial which takes into account the
- According to Aristotle, knowing yourself is the role of social factors to influence development.
beginning of all wisdom. • According to him, the more you know yourself, the
more patience you have for what you see in others.
THREE (3) DIMENSIONS OF LIFE
KEY
1. PHYSICAL DIMENSION STAGE
BASIC
CONFLICT
IMPORTANT
EVENTS
QUESTIONS
TO BE
OUTCOME
• Property we associate with physical quantities for ANSWERED
Children
purposes of classification or differentiation. develop a
sense of
2. PSYCHOLOGICAL DIMENSION trust when
caregivers
Infancy
• Conceptualized as the interaction between the (1 - 18
Trust vs. Feeding or Is my world provide
mistrust comfort safe? reliability,
development of students' thinking skills and learning months)
care, and
at school. affection. A
lack of this
will lead to
3. SPIRITUAL DIMENSION mistrust.
Children
• Described and is interpreted as the need for need to
meaning, purpose, and fulfillment in life, hope or will develop a
sense of
to live, and belief and faith. Can I do
personal
Early control over
things by
Autonomy physical
FOUR (4) STAGES OF HUMAN DEVELOPMENT childhood
(2 - 3 years vs. shame
Toilet training
or dressing
myself or
skills and a
need I
old) and doubt sense of
always rely
1. SIGMUND FREUD’S PSYCHOSEXUAL THEORY on others?
independenc
e. Success
leads to
SIGMUND FREUD (1856 - 1939) feeling of
shame and
• Popular psychologist whose theory of human doubt.
Children
development and personality sparked great interest need to
on the psychosexual development of an individual. begin
asserting
• According to him, the only person with whom you control and
power over
have to compare yourself is you in the past. the
environmen
STAGE AGE RANGE DESCRIPTION t. Success in
Infant achieves gratification Preschool this state
(3 - 5 years Initiative vs. Exploration Am I good or leads to a
through oral activities such as guilt or play bad? sense of
Oral 0 - 2 years old old)
feeding, thumb sucking, and purpose.
babbling. Children
who try to
The child learns to respond to exert too
some of the demands of society much power
Anal 2 - 3 years old
such as bowel and bladder experience
disapproval,
control.
resulting in
The child learns to realize the a sense of
difference between males and guilt.
Phallic 3 - 7 years old Children
females and becomes aware of
need to cope
sexuality. School age
Industry vs. School or How can I be with new
(6 - 11 years
The child continues his or her inferiority activities good? social and
Latency 7 - 11 years old old)
development, but sexual urges academic
Created by: Jopar Jose C. Ramos | STEM 12 - Our Lady of Fatima Professor: Ma’am Cris Janyne L. Santiago
demands. while failure
Success results in
leads to a regret,
sense of bitterness,
competence, and despair.
while failure
results in
feeling of 3. JEAN PIAGET’S COGNITIVE DEVELOPMENT
inferiority.
Teens need
to develop a JEAN PIAGET (1896 - 1980)
sense of self • Considers the active role of an individual as an
and
personal important factor in human development.
identity.
Success • His theory of cognitive development tries to explain
Adolescence Identity vs. Social Who am I
(12 - 18 role relationships and where
leads to an
ability to
how child understands the world.
years old) confusion or identity am I going?
stay true to • Education is the key element to develop cognitive
yourself,
while failure development.
leads to role
confusion
• According to him, if you want to be creative, stay in
and a weak part a child, with the creativity and invention that
sense of self.
Young characterizes children before they are deformed by
adults need
to form
adult society.”
intimate,
loving STAGE AGE RANGE DESCRIPTION
relationship Coordination of
s with other
people. senses with motor
Young adult
(19 - 40 Intimacy vs. Intimate Am I loved Success response, sensory
years old) isolation relationships and wanted? leads to curiosity about the
strong
world. Language
relationship Sensorimotor 0 - 2 years old
s, while used for demands
failure and cataloguing.
results in Object
loneliness
and permanence
isolation. developed.
Adults need Symbolic thinking,
to create or
nurture
use of proper
things that syntax and
will outlast grammar to
them, often express full
by having
children or concepts.
creating a Imagination and
Preoperational 2 - 7 years old
positive intuition are
change that
Middle
Will I
benefits
strong, but
Generativity provide complex abstract
adulthood vs. Work and something other
(40 - 65 Stagnation parenthood of real people. thought still
years old) value? Success difficult.
leads to
feelings of Conservation
usefulness developed.
and Concepts attached
accomplish
ment, while
to concrete
failure situations. Time,
results in space, and
shallow Concrete quantity are
involvement 7 - 11 years old
in the world. operational understood and
Older adults can be applied, but
need to look not as
back on life
and feel a
independent
sense of concepts.
Maturity Ego identity Reflection on Have I lived
(65 - death) vs. despair life a full life?
fulfillment. Theoretical,
Success at hypothetical, and
this state
leads to a
Formal operations 11+ counterfactual
feeling of thinking. Abstract
wisdom, logic and
reasoning. • Keystone to personal development.
Strategy and
planning become CHANGE
possible. Concepts
learned in one
• What remains constant in the whole process of
context can be growth.
applied to another.
HERACLITUS OF EPHESUS
4. LAWRENCE KOHLBERG’S MORAL • Ancient Greek Philosopher who held that nature is
DEVELOPMENT in a constant state of flux.
LAWRENCE KOHLBERG (1927 - 1987) UNDERSTANDING THE MIDDLE AND LATE

• Recognized the role of cognitive ability in ADOLESCENCE
developing moral reasoning of children. He studied
ADOLESCENCE
how children understand what is right and wrong,
• Crucial period in the development of an individual.
and how they develop a sense of morality.
• Marks the major transition stage that bridge
childhood to adulthood.
• The middle and late adolescence is between the
ages of 15-21 years old.
FIVE (5) COMMON QUESTIONS OF AN

ADOLESCENT
1. What do I want to be in the future?
2. What course should I take in college?
3. What job will fulfill me?
4. Should I study abroad?
5. Am I ready to leave home?
FOUR (4) CHANGES HAPPENING IN LIFE

1. Skills
2. Abilities
SIX (6) BASIC ASSUMPTIONS ABOUT 3. Interests
DEVELOPMENT FROM BEHAVIORISTS’ POINT OF 4. Preferences
VIEW (SALKIND, 2004)
CHANGES AND TRANSITIONS
1. Development is an effect of learning.
2. There are different types of learning that 1. PHYSICAL CHANGES AND BODY IMAGE
contribute to development.
A. PHYSIOLOGICAL
3. There are differences in development due to
• Hormone is a chemical substance that passes
individuals’ different set of experiences.
through the bloodstream to reach different organs
4. Development occurs when existing behaviors are
and tissues. It enables the organs and tissues to
organized.
perform their respective functions.
5. Biological factors set limits on what behaviors can
be developed, but the environment shapes the B. PHYSICAL
behaviors. • Major spurt sets in during the middle part of
6. Development is not directly related to biologically adolescence resulting in the individual’s distinct
determined stages. physical characteristics.
• This is the time when self-consciousness starts to
CHAPTER 2: SELF-DISCOVERY AND IDENTITY
peak.
SELF-DISCOVERY
C. PSYCHOLOGICAL
• Essential personal task.
• From that awkward feeling of recognizing the • Participating in personal and career development
changes happening in the body, you now become programs help in knowing and understanding
conscious of what has taken place and what comes yourself.
with it.
2. JAMES MARCIA’S DEVELOPMENT OF SELF-
• You become more concerned with your body image.
IDENTITY
2. SELF-IDENTITY
JAMES MARCIA
• Distinctive characteristics of the individual.
• Expert in identity formation, defines identity as an
• In psychology, self-identity is significantly related to
internal, self-constructed, dynamic organization of
one’s overall self-evaluation or self-esteem, and sense
drives, abilities, beliefs, and individual history.
of individually.
• He extended Erikson’s theory on self-identity and
- Self-esteem is how we value ourselves, given the
identified key elements in achieving a mature
negative and positive feedback we receive, and it is
identity.
out attitude towards ourselves.
• The 2 key elements in achieving a mature identity
• Erik Erikson and James Marcia are 2 prominent
are crisis which presents an opportunity to explore.,
developmental theorists who focused on self-identity
and commitment which keeps you faithful in your
during the period of adolescence.
beliefs and values, as well as focused on identified
TWO (2) THEORIES ON IDENTITY FORMATION goals, plans, or chosen career.
1. ERIK ERIKSON’S IDENTITY VERSUS CONFUSION EXPLORATION
• It is a need to know who you are because it sets Low High
ground of becoming the person you want to be in the IDENTITY
future. FORCLOSURE ACHIEVEMENT
• You need to know what you want, your strengths High “I’ve made a “I thought about it
choice without and I now know
COMMITMENT
that will build your competence, weaknesses you

need to overcome, and your interests that should thinking.” what I should do
with my life.”
help you make career plans.
IDENTITY
• Identity confusion or role diffusion is a
DIFFUSION MORATORIUM
consequence. Essentially, you become uncertain
Low “I don’t know and “I’m thinking
about yourself or you do not know what to do. I don’t care what about what I
• Happens when there is restriction or lack of I’m supposed to should do.”
exploration and identification of one’s characteristics, do with my life.”
values, and direction; and having too much
conformity with peers. FOUR (4) STATUSES OF YOUTH WHICH INDICATE
• Failure to achieve a clear sense of identity leads to IDENTITY ISSUES
identity crisis, a sense that you do not know who you
1. IDENTITY DIFFUSED
are.
• Individual does not experienced identity crisis.
• State of confusion that makes it hard for you to
• Individual explored what he or she want to do or
know what you want or make choices.
want to become.
• You get low self-esteem or develop an exaggerated
outlook of yourself. 2. FORCLOSED
• Your relationship with others may also be affected. • There is little no evidence of identity crisis.
• Identity achievement is not a passive activity or • Individual have not personally explored or reflected
readily given to you. You need to work on it. You things.
make an effort to know yourself. You engage in the
process. 3. MORATORIUM
• It is essential that you continuously reflect to think • Individual is going through identity crisis.
about yourself.
• Individual currently struggling as they explore CARL JUNG

areas that will help them to know who they are and • One of the few classical thinkers and psychologists
establish authentic personal identity. who seriously put forward the concept of wholeness
in theory and practice.
4. IDENTITY ACHIEVED
• According to him, man’s striving toward self-
• Individual have clearly understood who they are
realization, awareness of one’s potentials, and
and already decided on what they want.
recognition of personal uniqueness are ways to
SOCIAL INTERESTS, EMOTIONAL STABILITY, AND becoming whole.
MATURITY LEVEL • According to him, wholeness is a unifying element
- Adolescents form many relationships at this stage attained by way of an individuation process.
which widen social spheres and influences.
INDIVIDUATION PROCESS
- Point when there is a need for maturity to be able to
handle emotions well, express emotional reactions GESTALTISM
positively, and communicate feelings clearly for • Holds that psychological distress or mental
smooth, interpersonal relationships. problems are caused significantly by the split self.
- Maturity and emotional stability are important • The holistic view that Gestalt adapts sees the whole
especially when dealing with people and handling as greater than the sum of its parts. In short, man is a
stress. whole being and functioning unit.
• Gestalt means whole.
FREEDOM AND INDEPENDENCE
• The whole is greater than the sum of its part.
- At this stage, there is also the desire for freedom
and independence, which sometimes results in
conflicts with parents and authorities.
- Independence is one of the hallmarks of maturity
when carried out positively and with great sense of
responsibility.
FOUR (4) WAYS ON HOW TO BE INDEPENDENT

1. Be responsible
A. Learn to manage time and money
B. Develop planning skills
2. Know your limitations
3. Remain respectful of adults and authorities
4. Believe in yourself
CAREER INTERESTS AND INCLINATIONS
FOUR (4) ASPECTS OF HOLISTIC DEVELOPMENT:
- Career exploration is one prominent task that an
DEVELOPING THE WHOLE PERSON
adolescent should engage in.
- Knowing what your interests are and the type of 1. PHYSICAL DEVELOPMENT
things you like or enjoy doing will give you an idea of • Wellness should be a primary concern as you grow,
the kind of career or vocation you want to get into or and as you head toward becoming the best that you
may fit you. can be.
• Changes happening in male include spermarche,
CHAPTER 3: WHOLENESS AND BALANCE IN LIFE
husky and lower pitched voice, enlargement of
WHOLENESS muscles, growth of the sex organ, presence of pubic
• Integral sense of integration. hair, and increase of height.
• Transcendental life goal. • Changes happening in females include menarche,
• Lifelong pursuit. melodious voice, growth of breast, growth of the sex
organ, enlargement of pelvic region, and pubic hair
THREE (3) WAYS ON HOW TO STAY HEALTHY include reasoning, ability to learn, remembering, and
solving problems.
A. WATCH WHAT YOU EAT
- Nutritious food gives you energy and good health. THREE (3) IMPORTANT COGNITIVE SKILLS YOU
- The kind of food you eat does not only affect your NEED TO DEVELOP
health. It also affects your mood, mental well-being,
A. REMEMBERING
and energy.
• Function of the brain that depends on short-term or
- Foods that usually eaten are ice cream, milk tea,
long-term memory.
chocolate, and french fries.
THREE (3) WAYS TO IMPROVE YOUR MEMORY
THREE (3) ACTIVITY LEVELS
(THROOP AND CASTELLUCCI, 2011)
a. NOT ACTIVE
a. REPETITION
- Minimal activity, only moving for tasks needed for
• Going over a material repeatedly improves your
daily life, such as walking to the mailbox.
memory.
b. MODERATELY ACTIVE
b. ORGANIZATION
- Engages in activity needed for daily living, plus
• Organizing things or ideas in your head helps.
activity equivalent to walking 1.5 - 3 miles daily or
30-40 minutes. c. MNEMONICS
• Device that aids your memory.
c. ACTIVE
- Engages in activity needed for daily life, plus activity B. CRITICAL THINKING
equivalent to walking 3 or more miles daily, or more • Derived from the 2 Greek words “KRITIKOS”
than 40 minutes. meaning “discerning judgement” and “CRITERION”
meaning “standards.”
FOR BOYS
• Implies the discerning judgement based on
AGE NOT MODERATELY
ACTIVE standards.
RANGE ACTIVE ACTIVE
13 2,000 2,200 2,600 C. PROBLEM-SOLVING
14 - 15 2,000 - 2,400 - 2,600 2,800 - • Depends so much on your critical thinking ability.
2,200 3,000
16 - 18 2,400 2,800 3,200 3. SOCIO-EMOTIONAL DEVELOPMENT
19 2,600 2,800 3,000 • Motus anima is a Latin description for emotions, it
means the spirit that moves us (Hasson, 2012).
FOR GIRLS
AGE NOT MODERATELY THREE (3) COMPONENTS THAT MAKE UP AN
ACTIVE EMOTION
RANGE ACTIVE ACTIVE
13 1,600 2,000 2,200
A. PHYSIOLOGICAL COMPONENT
14 - 18 1,800 2,000 2,400
• Emotion involve bodily arousal.
19 2,000 2,000 3,400
B. COGNITIVE COMPONENT
B. KEEP YOURSELF FIT AND STRONG • Refers to the subjective conscious experience of the
- Doing exercise to avoid being overweight and person.
underweight.
C. BEHAVIORAL COMPONENT
C. AVOID ABUSE OF THE BODY • Outward expression of emotions as seen in your
- Just by avoiding cigarettes and alcohol, drug abuse, facial expressions, body language, and manner of
and getting enough sleep. speaking.
2. COGNITIVE DEVELOPMENT • Depends so much on your critical thinking ability.
• Cognitive refers to patterns of thinking which
4. SPIRITUAL DEVELOPMENT DILIGENT IN YOUR STUDIES

• The spiritual dimension is an integral part of our
A. BE INQUISITIVE
self.
- Be an active learner. Ask questions. Be curious
• The guidance that comes from a spiritual direction
about things. Adapt an attitude of wanting to learn
takes a special role in life.
more, especially related to your interest or the work
CHAPTER 4: INDEPENDENCE AND you would like to do in the future.
RESPONSIBILITY
B. BRAINSTORM
ROBERT J. HAVIGHURST (1900 - 1991) - Come up with a lot of ideas. Think of many ways to
• Distinguished educator, proposed that there are look at certain things. See how this exercise will
specific things to do that come with each stage of expand the way you look at the world.
development.
C. IMAGINE AND EXPLORE
DEVELOPMENTAL TASKS - As you entertain various ideas, you allow yourself to
• What you need to do in every developmental stage visualize and explore different ways of thinking. You
that will help you adjust the changes and demands in raise your level of awareness about things.
life.
D. CREATE OR INNOVATE
ELEVEN (11) DEVELOPMENTAL TASKS - Use your thoughts in creating some things. Turn
1. You must adjust with the physical changes that your ideas into useful projects or find ways of doing
marked your growth it.
2. You must adjust with your growing intellectual
E. ENGAGE IN PROBLEM-SOLVING
abilities and develop critical thinking skills
- Keep your mind at work and further develop its
3. You must adjust to the academic demands in school
capacity by challenging it. Work on brain teasers or
4. You must develop your language skills
crossword puzzles during your free time.
5. You must establish your personal identity
6. You must learn to be independent F. READ
7. You must establish healthy peer relationships - Reading enriches your knowledge. You get to learn
8. You must manage your sexuality more by reading. It also helps improve your
9. You must adopt good moral standards, personal vocabulary.
values, and beliefs
10. You must learn to control your impulse and 3. DEVELOPING COMMUNICATION SKILLS
exhibit behavioral maturity • Derived from the 2 Latin words “COMMUNIS”
11. You must establish career or vocational goals meaning “commonness” and “COMMUNICARE”
meaning “to share.” Define as “to share
FOUR (4) SELF-ADJUSTMENT AND DEVELOPMENT commonness.”
OF SKILLS • Language is a crucial skill that you need to develop
at this time to be an effective communicator.
1. ADJUSTING TO A MATURING BODY
• The 3 elements of communication include sender,
• Taking care of yourself is essential for your growth.
message, and receiver.
• A well-cared for body helps ensure achievement of
optimum health and good performance in your tasks. TWO (2) PATTERNS OF COMMUNICATION
2. DEVELOPING COGNITIVE SKILLS A. ONE-WAY COMMUNICATION
• Cognition is a very important process in learning. • Sender gives the message the receiver gets it, and
• Refers to thinking skills covering important aspects the process is complete.
like acquiring knowledge, solving problems, and
making decisions. B. TWO-WAY COMMUNICATION
• Sender gives the message the receiver gets it and
SIX (6) THINGS YOU CAN DO ASIDE FROM BEING responds with another message.
TWO (2) MAJOR BEHAVIORS THAT PEOPLE 1. TRUST

MANIFEST DURING COMMUNICATION - You can count on each other.
A. RESPONSIVENESS 2. RESPECT
- Shows your openness in dealing with others. - You take someone important and the other holds
you important.
B. ASSERTIVENESS
- As Roger Reid defined as cited by Throop and 3. EMPATHY
Castellucci, meaning behavior ranging from asking - You feel the other person, or understand his or her
questions (low assertiveness) to telling others what’s situation as if it is your own.
expected (high assertiveness).
MASLOW’S HIERARCHY OF NEEDS
4. DEVELOPING SELF-CONTROL
ABRAHAM MASLOW (1908 - 1970)
• Part of seeking independence is being responsible
• Prominent psychologist who recognized that
with your actions.
personal growth is a basic human desire, proposed a
• Responsibility is one of the trademarks of maturity
model of hierarchy of human needs.
that manifest in your behavior.
THREE (3) WAYS TO DEVELOP SELF-CONTROL 1
A. LEARN YOUR OWN SIGNS AND TRIGGERS
- What are your weaknesses? What usually makes 2
you angry?
3
B. TAKE A DIFFERENT OR POSITIVE PERSPECTIVE
- Instead of giving in to your anger, consider the
4
consequences of losing your temper.
C. BREATHE DEEPLY 5
- Breathing, when done properly, helps you relax.
- Calms your heightened feelings like anger or 1. SELF-ACTUALIZATION
frustration. - Includes morality, creativity, spontaneity,
ESTABLISHING POSITIVE AND HEALTH acceptance, experience purpose, meaning, and inner
RELATIONSHIP potential.
- There is 1 way to build good relationship is by 2. SELF-ESTEEM
building rapport. Rapport is characterized by having - Includes confidence, achievement, respect of others,
good vibes with other. and the need to be a unique individual.
TWO (2) KINDS OF RELATIONSHIP 3. LOVE AND BELONGING
1. DESTRUCTIVE RELATIONSHIP - Includes friendship, family, intimacy, and sense of
• Put your life at risk. connection.
• Hurts other people. 4. SAFETY AND SECURITY
• Stops you from growing. - Includes health, employment, property, family, and
2. CONSTRUCTIVE RELATIONSHIP social ability.
• Positive and healthy. 5. PHYSIOLOGICAL NEEDS
• Supportive for your growth. - Includes breathing, food, water, shelter, clothing,
• Inspire and encourage you. and sleep.
THREE (3) ESSENTIALS IN A RELATIONSHIP CAREER PLANNING
IDENTIFYING SKILLS AND INTEREST - Many parents believe that getting into an exclusive
• The 1 important task you need to accomplish how is relationship should be the least of their child’s
to develop a career plan or vocational goals. priorities at this point.
DEVELOPING LIFE GOALS (THROOP AND THREE (3) WAYS TO DEAL WITH FAMILY
CASTELLUCCI, 2011) EXPECTATIONS
LIFE GOALS MAY BE CATEGORIZED AS THREE (3) A. COMMUNICATE OPENLY

- Sometimes, parents may tend to overlook your
1. PERSONAL GOALS
plans and way of doing things, probably because they
• Include family and personal life.
are unsure of what you want to do in life.
• Aimed at improving yourself essentially, as well as
your relationship with others. B. UNDERSTAND YOUR PARENTS
- In some instances, you may find yourself in
2. EDUCATIONAL GOALS
disagreement with your parents which leads to
• Refer to your study plan which includes pursuing
conflict.
higher studies
• Example is masteral and/or doctoral degree. C. BE RESPONSIBLE
- Expectations do not only come with your parents.
3. PROFESSIONAL GOALS
Your siblings and even close relatives may also have
• Refer to career and work life.
expectations from you.
• Do you want to be a CEO of a company? Do you
want to be an engineer and establish you own 2. SCHOOL DEMANDS
construction company?
FIVE (5) TIME MANAGEMENT TIPS
CHAPTER 5: THE CHALLENGES OF MIDDLE AND A. List down your activities.
LATE ADOLESCENCE B. Prioritize.
C. Make a plan.
THREE (3) CHALLENGES OF MIDDLE AND LATE
D. Develop good study habits.
ADOLESCENCE
E. Avoid procrastination.
1. CHALLENGES IN THE FAMILY
TIME MANAGEMENT GRID
FOUR (4) CHALLENGES IN THE FAMILY Urgent Not Urgent
QUADRANT 1 QUADRANT 2
A. QUEST FOR INDEPENDENCE Important Urgent and Not Urgent and
- Often, the problem stems from the child waiting to Important Important
establish identity and independence, and the desire QUADRANT 3 QUADRANT 4
of parents to continuously give guidance and Not Important Urgent and Not Not Urgent and
protection to their children. Important Not Important
B. HIGH EXPECTATIONS 3. PEER CHALLENGES

- There is also the issue of dealing with the high
expectations in terms of achievements, especially A. PEER PRESSURE
academically. • Avoid groups that ask you to do things that are
against your will.
C. MAKING CAREER CHOICES • Learn to say no.
- Sometimes, choosing a college course or career can • Keep good company.
become an issue. It happens when the parents’ career • Do not be afraid to talk to people when you are
plan for their child is different from what the child dealing with peer pressure.
actually wants.
B. PEER CONFLICT
D. RELATIONSHIP ISSUES • Make a commitment to resolve the problem.
• Be clear with your intention of resolving the 1. SCHIZOPHRENIA

conflict. • Roughly, 1% of the country’s total population suffer
• Stick with the facts. from schizophrenia.
• Deal with your anger and control it. • Majority of schizophrenia patients belong to the 20-
44 age group.
UNIT 2: ASPECTS OF PERSONAL DEVELOPMENT
• Top reason for admission of schizophrenia patients
CHAPTER 7: BEING WELL is auditory hallucination.
UNDERSTANDING MENTAL HEALTH 2. SUBSTANCE ABUSE

- According to World Health Organization (WHO) • In 2015, about 5,402 Filipinos were admitted in
describe mental health as a state of well-being in mental health facilities due to drug use.
which every individual realizes his or her own • The 3 substance include 96.74% methamphetamine
potential, can cope with normal stresses of life, can hydrochloride, 24.94% marijuana, and 1.11%
work productively and fruitfully, and is able to make cocaine.
a contribution to his or her life.
3. POST-TRAUMATIC STRESS DISORDER (PTSD)
CAROL D. RYFF (1989) • Top illness with a prevalence rate of 27.6% in 1991
• Proposed 6 positive psychological functioning. when the Mt. Pinatubo erupted.
• Typhoons that hit the country every year also cause
SIX (6) POSITIVE PSYCHOLOGICAL FUNCTIONING PTSD among Filipinos.
1. SELF-ACCEPTANCE 4. DEPRESSION
- You accept yourself and have a positive attitude • Due to the poor socioeconomic status of a number
with who you are. of Filipinos they develop physical sickness and
2. POSITIVE RELATIONSHIP insecurity.
- You have warm, trusting, and satisfying • Depression is often linked to suicide.
relationships with others. • 2,558 of Filipinos committed suicide in 2012
according to WHO.
3. AUTONOMY
- You are independent and can resist social pressures. SEVEN (7) COMMON PROBLEMS AMONG
ADOLESCENTS
4. ENVIRONMENT MASTERY
- You can manage your environment and maximize 1. PROBLEM WITH ATTENTION OR FOCUSING
the opportunities available to you that match your - Exciting stage of your life where social life is
values and suit your personal needs. growing and with the usage of technology.
- You get too excited of your life, activities like sports,
5. PURPOSE IN LIFE music or band, outreach, weekend time with friends
- You strive to have meaning in your life by setting and families, and part time job.
goals and having direction and intention for what you
do. THREE (3) INDICATORS OF ATTENTION DEFICIT
DISORDER (ADD)
6. PERSONAL GROWTH
- You commit yourself to develop potential, to grow A. CONCENTRATION
and become the best person you can be. - If you find yourself being easily destructed, inability
to concentrate on daily tasks, and productivity
- It’s okay to make mistakes, to have bad days, to be decreasing this could be an early indication of ADD or
less than perfect, to do what’s best for you, and to be ADHD.
yourself.
B. TASKS
FOUR (4) MENTAL ILLNESS CHARACTERIZED BY - If you have trouble completing basic tasks, either at
ABNORMAL BEHAVIOR home or at work, this can be an early indicator of
ADD or ADHD and should be looked into. and leads to an inability to control the use of a legal
or illegal drug or medication.
C. FORGETFULNESS
• Substances such as alcohol, marijuana, and nicotine
- Disorganization and forgetfulness of basic tasks and
also are considered drugs.
skills is a major indicator of adult ADD or ADHD.
Consider looking this issue if it continues. NO TO SELF-DIAGNOSIS
- Ask for mental health provider.
2. MOOD SWINGS
- A true wise individual are those who know who to
• Moods are less intense and less specific, but last
ask for help.
longer compared to emotions.
• Mood swings means fast shifting of moods. CHAPTER 8: STRESS BUSTING IN MIDDLE AND
• For example, some adolescence like you may feel LATE ADOLESCENCE
energetic and happy and then suddenly feel lazy, sad,
DR. HANS SELYE (1907 - 1982)
or irritable after a while.
• Endocrinologist, who made the first scientific study
3. LOW SELF-ESTEEM on stress to refer to the body’s reaction to perceived
• Self-esteem describes a person’s overall sense of threats or tension that affects our body’s balance or
self-worth or personal value. homeostasis.
• Developed a model called General Adaptation
4. ANXIETY
Syndrome.
• Feeling of unease, such as worry or fear, then can be
• Father of stress research.
mild or severe.
• Examples include panic disorder, post-traumatic, STRESS
and stress disorder. • Body’s way of responding to any kind of demand.
• Can be caused by both good and bad experiences.
5. DEPRESSION
• When people feel stressed by something going
• Mood disorder that causes a persistent feeling of
around them, their bodies react by releasing
sadness and loss of interest.
chemicals into the blood.
• Also called major depressive disorder or clinical
• Normal part of life.
depression, it affects how you feel, think and behave,
and can lead to a variety of emotional and physical SELYE’S GENERAL ADAPTATION SYNDROME
problems.
THREE (3) BODILY RESPONSES
6. EATING PROBLEMS
1. ALARM PHASE
THREE (3) EATING PROBLEMS - You recognize the stressors. It could be a problem, a
difficulty, or threat stirring reactions in your body.
A. ANOREXIA NERVOSA
The nervous system is activated.
• Keeps his or her weight as low as possible because
• Characterized by increased sympathetic nervous
of faulty thinking.
system activity.
B. BULIMIA
2. RESISTANCE PHASE
• Overeating then purging what has been eaten by
- Being able to handle stress or adapt to the situation,
vomiting or excessive exercise.
you are able to restore a sense of balance once again.
C. BINGE EATING - Sympathetic response declines, the adrenal cortex
• Consuming abnormal amounts of food while feeling releases cortisol and other hormones that enable the
unable to stop and a loss of control. body to maintain prolonged alertness.
7. SUBSTANCE ABUSE 3. EXHAUSTION STAGE

• Drug addiction, also called substance use disorder, • If the stressful situation persists and you are no
is a disease that affects a person’s brain and behavior longer able to neither adjust nor hold up, exhaustion
sets in that can seriously affect your body.

- Occurs after prolonged stress and is characterized
by inactivity and decreased immune system.
TWO (2) TYPES OF STRESS

1. EUSTRESS OR POSITIVE STRESS
• Occurs when your level of stress is high enough to
motivate you to move into action to get things
accomplished.
2. DISTRESS OR NEGATIVE STRESS

• Occurs when your level of stress is either too high
or too low and your body and/or mind begins to
respond negatively to the stressors.
STRESS AND YOUR WAY OF THINKING
RICHARD LAZARUS (1922 - 2002)

• A psychologist, considered stress as perceived
threat, harm, or challenge believed to affect the
individual and carries future implications.
COPING WITH STRESS

- Stress wreaks your emotional equilibrium as well as
your physical health.
- Stress management is all about taking charge: of
your lifestyle, thoughts, emotions, and the way you
deal with problems.
COMMON STRESSORS
1. Identify the sources of stress in your life.
2. Replace unhealthy coping strategies with healthy
ones.
3. Get moving.
4. Connect to others.
5. Make time for fun and relaxation.
6. Manage your time better.
7. Pray, pray, pray is the best tip.

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Personal Development (SocSci1)

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UNIVERSITY of the ASSUMPTION

PERSONAL DEVELOPMENT (SocSci1) are relatively quiet.

PERSONAL DEVELOPMENT ERIK ERIKSON (1902 - 1994)

LAWRENCE KOHLBERG (1927 - 1987) UNDERSTANDING THE MIDDLE AND LATE

FIVE (5) COMMON QUESTIONS OF AN

FOUR (4) CHANGES HAPPENING IN LIFE

that will build your competence, weaknesses you

• Individual currently struggling as they explore CARL JUNG

FOUR (4) WAYS ON HOW TO BE INDEPENDENT

4. SPIRITUAL DEVELOPMENT DILIGENT IN YOUR STUDIES

TWO (2) MAJOR BEHAVIORS THAT PEOPLE 1. TRUST

LIFE GOALS MAY BE CATEGORIZED AS THREE (3) A. COMMUNICATE OPENLY

B. HIGH EXPECTATIONS 3. PEER CHALLENGES

• Be clear with your intention of resolving the 1. SCHIZOPHRENIA

UNDERSTANDING MENTAL HEALTH 2. SUBSTANCE ABUSE

7. SUBSTANCE ABUSE 3. EXHAUSTION STAGE

sets in that can seriously affect your body.

TWO (2) TYPES OF STRESS

2. DISTRESS OR NEGATIVE STRESS

STRESS AND YOUR WAY OF THINKING

RICHARD LAZARUS (1922 - 2002)

COPING WITH STRESS

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