SELF DEVELOPMENT (Week 1 )

Two broad categories of self-concept:

IDEAL SELF - is the self that you aspire to be. It is the one that you hope will possess characteristics like
that of a mentor or some other worldly figure.

ACTUAL SELF - is the one that you actually see. It is the self that has characteristics that you were
nurtured or, in some cases, born to have.

Self-concept refers to your awareness of yourself. It is the construct that negotiates these two selves.
In other words, it connotes first the identification of the ideal self as separate from others, and second,
it encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self.

 Actual self is built on self-knowledge.

 Self-knowledge is derived from social interactions that provide insight into how others react to
you.

 Actual self is who we actually are. It is how we think, how we feel, look, and act. The actual self
can be seen by others, but because we have no way of truly knowing how others view us, the
actual self is our self-image.

 Self Image is how you see your self in present moment.

 your ideal self, on the other hand, is how we want to be. Your striving self, the ideal future
version of you.

 Ideal self is not the person you are today, rather the person you are striving to become
tomorrow/next year, its not a fixed destination.

 Ideal self is changing over time.

CONGRUENCY - Alignment of your ideal self and actual self is important.

If the way that I am is not aligned with how I want to be, the incongruence, or lack of alignment, will
result in mental distress or anxiety. The greater the level of incongruence between the ideal self and real
self, the greater the level of resulting distress. Personal development modules aim is greater self-
knowledge that will lead to higher alignment between these two-personality domain.
DEVELOPING WHOLE PERSON (Week 2)

THREE KINDS OF PEOPLE:

1. MOVIEGOER- this person watches the movie of their lives, admires some parts and criticizes
others

2. ACTOR- does not only watch the movie of his/her life but play an important role

3. SCRIPTWRITER-this person does not only watch and she does not only act, but she actually
creates the entire movie from her mind.

Aspects of development:

1. PHYSICAL SELF- includes descriptions of your height, weight, facial appearance and quality of
skin, hair and body areas such as neck, chest, waist and legs.

2. INTELLECTUAL SELF- assessment of how well your reason and solve problems, capacity to learn
and create, general amount of knowledge, wisdom you have acquired and insights gained.

3. EMOTIONAL SELF- feeling 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- sense do you use most- sight, hearing, speaking, touching; how do you take
information- through eyes, ears, mouth, nose, pores and skin.

5. INTERACTIONAL SELF- descriptions of your strengths and weaknesses in intimate relationships

and relationships to friends, family and co-students and strangers in social settings.

6. NUTRITIONAL SELF- how do you nourish yourself; food do you like and dislike

7. CONTEXTUAL SELF- maintenance of the living environment: reaction to light, temperature,

space, weather, colors, sounds and seasons of the environment

8. SPIRITUAL SELF- how about your organized religion, spiritual development, about your inner
peace and joy
SELF CONCEPT - is represented by several aspects of the self. It is the collection of multiple and context-
dependent selves. A deeper look on the different aspects of self can identify specific areas for self-
regulation, stability and improvement.

Three Basic Composition of an Individual:

1. Physical or intangible aspects

- they relate to the body (enhance physical)

-Enhancement of the physical aspect

2. Intellectual or conscious aspect

- relate to the mind (thought)

-It directs the other two parts.The mind believes, the body manifests and acts, the emotion feels
of reacts.People store both healthy and destructive thoughts.

3. Emotional or intuitive aspect

- they relate to the spirit (feelings)

-Most feared aspect.Manage feelings.Decision made from being emotional.

Developmental Tasks and Challenges of Adolescence (Week 3) – TOPIC 1

Adolescence is the transition period between childhood and early adulthood– the most rapid
stage of human development.

According to World Health Organization (WHO), it is a period of life with specific health and
development needs and rights. It is also a time to develop knowledge and skills, learn to manage
emotions and relationship, and acquire attributes and abilities that will be important for
enjoying the adolescent years and assuming adult roles.

Cambridge Dictionary defines developmental as relating to the process of growing or changing

into a more advance, larger and stronger form, while challenges is defined as something that
needs great mental or physical effort in order to be done successfully and therefore tests a
person's ability.

In the eight stages of Psychosocial Developmental Theory of Erik Erikson, Identity vs. Role
Confusion (this stage is the age between 12 to 18 years old) explains that adolescents would try
to explore and figure out their own identity and try to fit in with social interactions at the same
time. According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents
struggle with questions “Who am I?” and “What do I want to do with my life?” Most of the
 adolescents try to explore various roles and ideas and look for a place where they can fit, set
goals, and attempt to discover themselves.

Professor Robert J. Havighurst of the University of Chicago proposed that stages in human
development can best be thought of in terms of the developmental tasks that are part of the normal
transition. In his developmental tasks theory, he stressed out that when people successfully accomplish
the developmental tasks at a stage, they feel pride and satisfaction. He defines developmental task as a
task that arises at or about a certain period in life, unsuccessful achievement of which leads to inability
to perform tasks associated with the next period or stage in life.

DEVELOPMENT THROUGH THE HELP OF SIGNIFICANT PEOPLE (WEEK 3) – TOPIC 2

Influential People in My Life

 Parents/Family
 Siblings
 Friends
 Community leaders
 Teachers
Self-improvement comes with an effective interaction of the different agencies within the society. The
people whom you considered significant in life are also called agents of socialization. These are your
family, siblings, peers, teachers, and community leaders.

BECOMING CAPABLE AND RESPONSIBLE ADOLESCENT PREPARED FOR ADULT LIFE (WEEK 3) – TOPIC 3

Responsibility is any moral, legal, or mental obligation or duty that is directly or indirectly entrusted to
you by the people around from which you are held accountable for whatever consequences or
circumstance that may arrive in the future.

Responsibility is part of growing up. We are being taught and trained to develop a great sense of
responsibility, so that we will be capable to face the consequences of our own actions. As they say,
“nobody can clean his/her own mess but himself/herself alone.”
Being capable and responsible adolescent means having a harmonious lifestyle. A person, performing
his/her own sets of duties and accountabilities, can make a great impact to the community. Being a
concrete example, he/she could be emulated by the community, eventually serving as the key for the
positive transformation of the society.

8 COMMON RESPONSIBILITIES OF ADOLESCENTS

1. Show respect to elders.

2. Take care of the younger ones.

3. Study well.

4. Avoid engaging to bad vices.

5. Establish a good identity.

6. Earn the trust of the people around.

7. Distinguish good company from bad influence.

8. Know yourself better.

WAYS TO BECOME CAPABLE AND RESPONSIBLE PERSON IN PREPARATION FOR ADULT LIFE

1. Know your priority

2. Have focus

3. Be decisive

4. Work diligently

5. Don’t count at all

6. Stay humble

7. Love your duty

8. Dedicate time

STRESS (WEEK 4) – TOPIC 3

“You can’t change how people treat you or what they say about you. All you can do is change
how you react to it.” -Mahatma Gandhi
 STRESS
• a condition characterized by symptoms of physical or emotional tension.
• it can be positive (the excitement of preparing for your 18th birthday) or
negative (dealing with a loss of a family member).
• was used to describe a variety of unpleasant feelings
• it can cause high blood pressure, weaken the immune system and
contribute to diseases such as obesity and heart disease

RECOGNIZE SIGNS OF STRESS

1. Irritability and anger
2. Changes in behavior
3. Trouble sleeping
4. Neglecting responsibilities
5. Eating changes
6. Getting sick more often

STRESSORS
 People
 Things
 Places
 Events
 Situations
Coping refers to mental and behavioral efforts that we use to deal with problems relating to
stress, including its presumed cause and the unpleasant feelings and emotions it produces.
 WAYS TO COPE WITH STRESS
1. Keep a positive attitude.
2. Be assertive instead of aggressive.
3. Exercise regularly.
4. Eat healthy, well-balanced meals.
5. Learn to manage your time more effectively.
6. Make time for hobbies, interests, and relaxation.

7. Get enough rest and sleep.

8. Don't rely on alcohol, drugs, or compulsive behaviors to reduce stress.

9. Seek out social support.

10. Seek treatment with a psychologist or other mental health professional.

MENTAL HEALTH

-it is a condition of being sound mentally and emotionally that is characterized by the absence of mental
illness and by adequate adjustment especially as reflected in feeling comfortable about oneself

-it is also a positive feeling about others, and the ability to meet the demands of daily life

-a state of the overall wellbeing of a person associated with, can set and aim your goals, enjoying your
life to the fullest, can have and maintain a good relationship with other people especially your
classmates and colleagues

-a state of being able to manage and recover from loneliness and stress

WELLBEING

-it is the holistic view of our self and our health

Mental Health Indicators

Emotional well-being:
life satisfaction, happiness, cheerfulness, peacefulness.
Psychological well-being:
self-acceptance, personal growth including openness to new experiences, optimism,
hopefulness, purpose in life, control of one’s environment, spirituality, self-direction, and
positive relationships.

Social well-being:
social acceptance, belief in the potential of people and society, personal self-worth and
usefulness to society, and a sense of community.

TIPS FOR MENTAL HEALTH AND WELL-BEING

1. Get enough sleep and rest.

2. Take time out for things you enjoy

3. Be active and eat well.
4. Nurture relationships and connect with others.
5. Learn to manage stress.
6. Get involved and join in.
7. Build your confidence.
8. Be comfortable in your own skin.
9. Set realistic goals and deal with tasks one at a time.
10. Reach out for help when you need it.

EMOTIONAL INTELLIGENCE

Emotion is a subjective state of mind triggered by a certain stimuli or events

which occur in the environment.It is a reaction to a certain event that happens.
Emotions can be observed through body language and facial expressions, which
explains how you feel or how are you doing at that moment.
Charles Darwin’s book The Expression of Emotions in Man and Animals (1872)
UNIVERSAL EMOTIONS
1. surprise
2. sadness
3. disgust
4. happiness
5. fright
6. anger
7. contempt

Basic Emotions (Merriam Dictionary)

1. Joy- the emotion evoked by well-being, success, and good fortune or by the
prospect of possessing what one desires.
2. Sadness- this emotion is affected with or expressive of grief or unhappiness. It
is characterized by feelings of disappointment, hopelessness, disinterest, and
dampened mood.
3. Anger- it is a strong feeling of displeasure and antagonism.
4. Fear- this is an unpleasant, often strong emotion caused by anticipation or
awareness of danger.
5. Trust-this emotion reflects firm belief in their liability, truth, ability, or strength
of someone or something
6. Disgust-it is a feeling of revulsion or strong disapproval aroused by something
unpleasant or offensive.
7. Surprise- the feeling caused by something unexpected or unusual.
8. Anticipation- the act of looking forward; expectation or hope
Intensity of Emotions
Emotional intensity refers to variations in the magnitude of emotional responses,
an extreme degree of feeling. Therefore, the intensity of emotion identifies the
action an individual will have. Intensity ranges from mild, moderate to strong.

The limbic system controls emotion, memories and arousal. The almond shaped
section of nervous tissue called amygdala is the center of emotional processing.
It is responsible for the perception of emotions such as anger, fear, and
sadness, as well as the controlling of aggression. It stores value judgments we
make
and memories of behaviors that produce positive and negative experiences

The term Emotional Intelligence (EI) was created by two researchers – Peter
Salovey and John Mayer but was popularized by Daniel Goleman in his 1995
book Emotional Intelligence: Why It Can Matter More Than IQ. Goleman
discussed that EI is important to be successful in academic, professional, social,
and interpersonal aspects of one's life and a skill that can be taught and cultivated
in schools.
Emotional intelligence is defined as the capacity to be aware of, control, and
express one's emotions, and to handle interpersonal relationships judiciously and
empathetically. Therefore, it is the key to both personal and professional
success."

There are five essential elements of emotional intelligence.

1. Self-awareness knowing what one is feeling at any given time and
understanding the impact those moods have on others.
2. Self-regulation controlling or redirecting one’s emotions; anticipating
consequences before acting on impulse.
3. Motivation utilizing emotional factors to achieve goals, enjoy the learning
process and persevere in the face of obstacles.
4. Empathy sensing the emotions of others.
5. Social skills managing relationships, inspiring others and inducing desired
responses from them.
Staying stuck on negative emotions can increase our bodies’ production of our
stress hormone, cortisol, which in turn depletes our cognitive ability to solve
problems proactively, and can also damage our immune defenses, making us
more susceptible to other illness (Iliard, 2009). Chronic stress has also been
linked to a shorter lifespan (Epel et al, 2004).

Boerma (2007) linked unhealthy amounts of anger to increased levels of cortisol,

which were implicated in decreased immune system efficiency.
Boerma’s research found that chronically angry people were more likely to have a
cold, the flu, asthmatic symptoms and skin diseases such as rashes compared to
non-chronically angry people.

STEPS IN HANDLING EMOTION

1.Identify the Emotion. Don't hide how you feel from yourself. Don't blame.
Accept all your emotions as natural and understandable.
2. Take Action
3. Get Help with Difficult Emotions