MODULE 1

SELF
- The union of elements, namely: body, thoughts, feelings or emotions, and sensations that constitute the
individuality and identity of a person.
SELF CONCEPT
- refers to awareness of yourself
SELF KNOWLEDGE
- Derived from social interactions that provide insight into how others react to you.
ACTUAL SELF
- Who you actually are.
IDEAL SELF
- How we want to be
STRENGHTS
- Natural capabilities and skills that each person possess.
SIGNATURE STYLE
- The first thing that people would visualize when they think of you
COMMUNICATION
- The real essence of this social world.
ATTITUDE
- It is shaped from a variety of factors like beliefs, thoughts, expressions, associations and external
influence.
SELF-AWARENESS
- Having a clear perception of your personality, including strengths, weaknesses, thoughts, beliefs,
motivation, and emotions.
- Allows you to understand other people, how they perceive you, your attitude and your responses to them
in the moment.
JOHARI WINDOW
- A simple and useful tool for understanding and training self-awareness, personal development,
improving communications, interpersonal relationships, group dynamics, team development and
intergroup relationships.

4 QUADRANTS OF JOHARI WINDOW

OPEN SELF
- What others know about you that you are aware, too.
BLIND SELF
- What others know about you, but you don’t.
HIDDEN SELF
- What others don’t know about you, but you do.
UNKNOWN SELF
- What others don’t know about you that you don’t either
 4 PERSONAS
OPEN PERSONA
- both very self and is quite happy to expose themselves to others.
- The Open person is usually the most composed and relaxed persona.
NAÏVE PERSONA
- has a large Blind Self that others can see.
- They hide little about themselves and are typically considered as harmless by others, who either treat
them with kindness, or take unkind advantage of their naivety.

SECRET PERSONA
- a person has a large Private Self, they may appear distant and secretive to others.
- They talk little about themselves
MYSTERIOUS PERSONA
- They act in strange ways without options.
- Knows relatively little about themselves, they may be of lower intelligence, not being able to relate
either to themselves or to others.

10 THINGS THAT MAKE YOU UNIQUE

1. You are known for your signature Style:

2. Your past experiences:
3. Ethics and Morals Instilled in You:
4. Attitude:
5. Your appearance says a lot about you:
6. Your way of communication:
7. Your habits or hobbies:
8. Your relationships:
9. Your aspirations and goals:
10. Your beliefs and culture:
 MODULE 2

8 ASPECTS OF MY DEVELOPMENT
1. PHYSICAL SELF
 Describe yourself. Try not to censor any thoughts.
 Include descriptions of your height, weight, facial appearance, and quality of skin, hair and
descriptions of body areas such as your neck, chest, waist, and legs.
2. INTELLECTUAL SELF
 Include an assessment of how well you reason and solve problems, your capacity to learn and create,
your general amount of knowledge, your specific areas of knowledge, wisdom you have acquired, and
insights you have.
3. EMOTIONAL SELF
 Write as many words or phrase about typical feelings you have, feelings you seldom have, feelings
you try to avoid, feelings you especially enjoy, feelings from your past and present, and feelings which
are associated with each other.
4. SENSUAL SELF
 Write how you feel as a sensual person. What sense do you use most: seeing, hearing, speaking,
smelling, touching? How do you feel about the different ways you take in information – through the
eyes, ears, mouth, nose, pores, and skin? In what ways do you let information in and out of your body?
5. INTERACTIONAL SELF
 Include descriptions of your strengths and weaknesses in intimate relationships and relationships to
friends, family, co-students and strangers in social settings. Describe the strengths and weaknesses
which your friends and family have noticed. Describe what kind of son or daughter, brother or sisters
you are.
6. NUTRITIONAL SELF
 How do you nourish yourself? What foods do you like and dislike? What do you like and dislike about
these?
7. CONTEXTUAL SELF
 Descriptions could be in the areas of maintenance of your living environment: reaction to light,
temperature, space, weather, colors, sound and seasons, and your impact on the environment.
8. SPIRITUAL SELF OR LIFE FORCE
 This could include your feelings about yourself and organized religion, reactions about your spiritual
connections to others, feelings about your spiritual development and history, and thought about your
metaphysical self.

THOUGHTS
- Words that run through you mind. They the ones you tell yourself about what is going on around you.
FEELINGS
- You might feel happy, angry, and sad, all in one day.
ACTIONS
- The things you do and the ways in which you behave. Your thoughts and feelings have a big impact on
how you act.
 MODULE 3

JOHN SANTROCK’S 8 DEVELOPMENTAL STAGES WITH DEVELOPMENTAL TASKS

- His research focuses on family processes and children psychosocial development.

PRENATAL PERIOD
- Development happens quickly during this stage
- Divided into 3 stages: -germinal -embryonic –fetal
INFANCY
- Birth to 18-24 months’ Time of extreme dependence on adults
- Many psychological activities are just beginning (language, symbolic thought, sensory - motor
coordination & social learning)
EARLY CHILDHOOD
- End of infancy to 5-6 years old (preschool years-grade 1)
- Young children learn to become more self-sufficient and care for themselves, develop school readiness
skills and spend many hours in play with peers.
MIDDLE AND LATE CHILDHOOD
- 6-11 years old (elementary school years)
- Fundamental skills of reading, writing, and arithmetic are mastered.
- Child is formally exposed to larger world and its culture.
ADOLESCENCE
- 10-12 years old to 18-22 years old
- Begins with rapid physical changes
- Thought is more logical, abstract & idealistic
- More time is spent outside family
EARLY ADULTHOOD
- Late teens or early 20s to 30s
- Time of establishing personal & economic independence, career development, selecting a mate, learning
to live with someone in an intimate way, starting a family & rearing child.
MIDDLE ADULTHOOD
- 40 to 60 years old time of expanding personal & social involvement & responsibility
- Assisting next generation in becoming competent & mature individuals, reaching & maintaining
satisfaction in a career
LATE ADULTHOOD
- 60s and above
- Time for adjustment to decreasing strength and health, life review, retirement and adjustment to new
social roles
 ROBERT HAVIGHURST 6 DEVELOPMENTAL STAGES WITH DEVELOPMENTAL TASKS
- defines developmental tasks as one that arises at certain period in our life, the successful achievement of
which leads to happiness and success with later tasks while failure leads to unhappiness, social
disapproval, and difficulty with later task.

INFANCY AND EARLY CHILDHOOD (BIRTH TILL 6 YEARS OLD)

- In this stage, the child begins to learn different physical activities like walking, crawling as well as
starting to read and forming concepts.
Middle childhood (6-12 years old)
- Middle childhood is the stage when the child learns different physical skills for simple games as well as
developing concepts for everyday living.
Adolescence (13-18 years old)
- During the adolescence period, the child achieves more mature relations with others. The child gets to
know oneself and prepares himself for the coming years.
Early adulthood (18-30 years old)
- In this stage, one is now ready to settle down and begin a family as well as a new life. One looks for a
career to help in raising himself and his family as well as practicing socially.
Middle age (30-60 years old)
- In the middle age, one is able to see clearly to his future. He is also able to help his children as well as
other teenagers to become more responsible and adapt to everything that is happening to him physically,
emotionally and socially.
Later maturity (60 years old and over)
- In this stage, one is adjusting to the happenings of his life. He needs to adjust and understand everything
especially in death.
 MODULE 4
MENTAL HEALTH
- includes our emotional, psychological, and social well-being. It affects how we think, feel, and act.

INFLUENCES ON MENTAL HEALTH AND WELL-BEING

STRUCTURAL FACTORS
- such as safe living environments, employment, education, freedom from discrimination and violence,
and access to economic resources.
COMMUNITY FACTORS
- such as a positive sense of belonging, community connectedness, and activities to highlight and embrace
diversity, social support, and participation in society.
INDIVIDUAL FACTORS
- such as the ability to manage thoughts and cope with stressors and having communication and social
skills to support connection with others.

4 BASIC DIMENSIONS OF HEALTH AND WELL-BEING

THOUGHTS
- The way you think about something has a big impact on your mental health. Changes in your thoughts
often go along with changes in your mental health.
EMOTION
- A big part of emotions is the way you feel. Changes in emotions often accompany changes in mental
health.
BEHAVIORS
- Behaviors are the ways you act and respond to your environment.
BODY REACTIONS
- Body reactions are changes in your body functions such as heart rate, breathing, digestion, brain
chemicals, hormones and more.

STRESS
- is simply a reaction to a stimulus that disturbs our physical or mental equilibrium. In other words, it's an
omnipresent part of life.
- is a physical, mental, or emotional strain or tension resulting from adverse or very demanding
circumstances. It is the body’s response to a threatening situation or to change.
STRESSORS
- the things that make a person stressed. It may alter the mood and emotions and can cause problems in
health, and even affect the way a person thinks.
EUSTRESS
- refers to a positive and healthy response of the body from a stressor. It produces good feelings to one’s
well-being.
DISTRESS
- refers to a negative reaction of the body towards a given stressor.
 MODULE 5
HUMAN BRAIN
- one of the most complex systems on earth.
3 MAJOR LAYERS OF THE BRAIN
HINDBRAIN
- well-protected central core of the brain.
- It includes the cerebellum, reticular formation, and brain stem, which are responsible for some of the
most basic autonomic functions of life, such as breathing and movement.
- The brain stem contains the pons and medulla oblongata.
- Evolutionarily speaking, the hindbrain contains the oldest parts of the brain, which all vertebrates
possess, though they may look different from species to species.
MIDBRAIN
- makes up part of the brain stem.
- It is located between the hindbrain and forebrain.
- All sensory and motor information that travels between the forebrain and the spinal cord passes through
the midbrain, making it a relay station for the central nervous system.
FOREBRAIN
- the most anterior division of the developing vertebrate brain, containing the most complex networks in
the central nervous system.
2 MAJOR DIVISIONS:
1. Diencephalon- is lower, containing the thalamus and hypothalamus
2. Telencephalon- is on top of the diencephalon and contains the cerebrum, the home of the
highest-level cognitive processing in the brain. It is the large and complicated forebrain that
distinguishes the human brain from other vertebrate brains.
BRAIN STEM
- the oldest and innermost region of the brain.
MEDULLA
- the area of the brain stems that controls heart rate and breathing.
PONS (above medulla)
- a structure in the brain stem that helps control the movements of the body, playing a particularly
important role in balance and walking.
RETICULAR FORMATION
- a long, narrow network of neurons
- to filter out some of the stimuli that are coming into the brain from the spinal cord and to relay the
remainder of the signals to other areas of the brain.