3Q WEEK 1-3

Thursday, 6 January 2022 2:56 pm

Self
→ It is the being, which is the source of a
person’s consciousness. It is the
agent responsible for an
individual's thoughts and actions

 a process in which persons reflect upon

themselves, and learn (or unlearn) new sets
of values, attitudes and thinking skills.

 (PROCESS OF STRIVING TO BE THE BEST

YOU CAN BE)

The present self that you see on the daily basis.

It is built on self-knowledge. The actual self is
who we actually are. It is how we think, how we
feel, look, and act.

It refers to the self-one desire to be, like the

ones we admire and wish to be in the
community from any sector or profession.

(
& )
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 & )
 OPEN - I know, you know - Information is
known to everyone.

 HIDDEN - I know, you don't (Personal

information, anxiety, insecurities)
Information is personal.

 BLIND SPOT - Known to others - You know,

I don't. Others perspective of you/ a
specific person.

 UNKNOWN - No one knows.

5 Best Ways To Start Getting To Know A Wide

Range Of Aspects Of Yourself By Hurst,
Katherine (2020)

 Get To Know Your Personality

 Get To Know Your Core Values

 Get To Know Your Body

 Get to Know your Dreams

 Get to Know your Likes and Dislikes

1. GET TO KNOW YOUR PERSONALITY

Consider how your past has shaped your future

self, giving particular weight to your early life
experiences. Often, what we go through as
children plays a key role in creating patterns,
preferences, and needs for the future.

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preferences, and needs for the future.

E - Extroverts
S - Sensors
T - Thinkers
J - Judgers
I - Introverts
N - Intuitive
F - Feelers
P - Perceivers

2. GET TO KNOW YOUR CORE VALUES

Psychologists often suggest that most of us

have around eight core values and that these
play the biggest role in motivating our choices
at work, at home, and in everyday life; these
will be moral commitments that you have

3. GET TO KNOW YOUR BODY

Learning more about your body helps you to set

realistic goals and know your own limits, as well
as helping you feel more comfortable in your
own skin.

4. GET TO KNOW YOUR DREAMS

Your dreams and hopes create the pathway

into your future. They help you build the life
you can be proud of living. Your dreams matter.
Your dreams are important. Your dreams are
worth going after. Don’t believe anything less.

5. GET TO KNOW YOUR LIKES AND DISLIKES

A lot of people go through life liking what’s

popular and disliking what’s not cool. Don’t do
that. Take the time to define your likes and
dislikes, and don’t put it up for a vote among
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dislikes, and don’t put it up for a vote among
family and friends. You decide. Defining your
own likes and especially dislikes takes guts.

When you try to find your own strength, think

about what comes naturally easy for you. And
don’t choose attributes that you would like to
have or that you admire. This is a typical trap.
Especially avoid those which seem hard to do
for you.

Equally important as knowing your personal

strengths is knowing your personal limitations.
Those are attributes that you will have a hard
time when doing it, it’s difficult for you. That’s
why you should try to let people who are better
than you do this.

Everybody has limitations. It’s a natural thing,

humans are not perfect. So don’t be
embarrassed to look at your weaknesses. It will
help you to improve yourself to know them.

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help you to improve yourself to know them.

MAINTAINING A PERSONAL JOURNAL

JOURNAL - The contents of a journal aren't

necessarily constrained by the dates on a
calendar. Journals can include random
thoughts, lists, ideas, pictures, doodles,
memories, song lyrics, and anything else.

Is the process of recording personal insights,

reflections and questions on assigned or
personal topics. Journal projects assigned in
class may include your thoughts about daily
experiences, reading assignments, current
events or science experiments.

Journal entries are a form of reflective writing

in that you can use them to consider and
respond to something you have read or
learned.

DIARY - Something that is more likely to be

used every day to record specific things that
happened on a specific day. It can be used to
record feelings, moods, and emotions.

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3Q WEEK 4-5
Tuesday, 25 January 2022 6:19 pm

Adolescence
 Begins at puberty and individuals at this stage gradually assumes
adult responsibilities.

→ EARLY ADOLESCENCE - Between ages 10-14, experience the

beginning stage of puberty.

→ MIDDLE ADOLESCENCE - Between 15-17. Transitional stage of

physical, cognitive, and socio-emotional development.

→ LATE ADOLESCENCE - Between 18-21. Comprises the final years

of adolescent stages.

( )

Physical changes of adolescent may lead to:

1. NEW RESPONSE FROM OTHERS - May no longer be seen as

children.
2. NEW CONCERN WITH PHYSICAL APPEARANCE AND BODY
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2. NEW CONCERN WITH PHYSICAL APPEARANCE AND BODY
IMAGE - Concerned with their physical appearance and they
want to fit in.

(
)
- Growth of an ability to think and reason. How you organize
minds, ideas, and thoughts to make sense of the world they live
in.

1. IMPROVING HIGHER REASONING SKILLS

- Includes the developing ability to reflect about many choices and
perspectives.

2. IMPROVING ABSTRACT THINKING SKILLS

- Thinking about things that cannot be seen, hear or touched
means abstract thinking.

3. IMPROVING META-COGNITION - ability to know one's thought

process. Involves being able to think about how a person is seen
by other people.

4. DISPLAY HEIGHTENED LEVEL OF CONSCIOUSNESS - This directs

adolescents to suppose that they have an "imaginary audience"
of people who are looking at them.

5. TENDENCY TO BELIEVE THAT NO ONE ELSE HAS EVER

EXPERIENCED THE SAME FEELINGS AND EMOTIONS - They may
grow excessively dramatic "you never understand" or "my life is
ruined."

6. TENDENCY TO EXHIBIT "Personal fable" - Also known as it can't

happen to me syndrome. This belief cause adolescents to take
avoidable risks like drinking and driving.

7. TENDENCY TO BECAME CAUSE-ORIENTED - Their activism is

associated to the ability to think about intangible concepts.

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 8. TENDENCY TO DEMONSTRATE "JUSTICE" ORIENTATION - Are
inclined to be curious about adults and are often keen observers
of adult behaviors.

9. PROCESSING SPEED, CONCENTRATION AND MEMORY

IMPROVE - How promptly new information is absorb increases in
adolescence.

10. PERSPECTIVE-TAKING - Called mutual perspective taking where

a young person can understand that other people may hold
diverse viewpoints and that people welcome different views.

1. Argue for the sake of arguing.

2. Jump to conclusion.
3. Be self-centered.
4. Constantly find fault in the adult's position.
5. Be exceedingly dramatic.

- The development of human beings cognitive, emotional,

intellectual and social capabilities and functioning over the
course of the life span, from infancy through old age.

A. SELF-CONCEPT - Set of beliefs one has about oneself. It is a

construct that refers to your awareness of yourself.
B. SELF-ESTEEM - Involves evaluating how one feels about one's
self concept.

→ GLOBAL SELF -ESTEEM - Refers to how much adolescent likes or

approves of his/her perceived self as a whole.

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→ SPECIFIC SELF-ESTEEM - Refers to how much an adolescent feels
about certain parts of himself.

→ LOW SELF-ESTEEM - Develops if there is a space between one's

self concept and what one believes one.

Psychological development is always unique for each individual. Yet

some tendencies are seen in specific groups of adolescent.

1. GENDER DIFFERENCES - Boys and girls face different challenges

and may have different emotional needs during adolescent.
2. CULTURAL DIFFERENCES - Feeling positive about one's identity is
essential to the self-esteem of an adolescent.
3. GAY, LESBIAN, AND BISEXUAL ADOLESCENT - Constitutes
another minority group for whom identity issues may be
particularly relevant during adolescence.

- Developmental process for making a meaning one's life.

Acceptance of the spiritual domain among adolescents is
important.

- It is when one experiences a glimpse of the "inner guide" of

one's beliefs and values as one discovers the meaning of life.

Best considered in the perspective relating to peers, family, school,

work, and community.

PEER RELATIONSHIPS - The most obvious changes in adolescence is

the increase in the amount of time they start to spend their friends
than their families.

a. CROWDS - Are larger, reputation-based groups of adolescents

whoa re not essentially friends and may not use a great deal
time together.
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 time together.

b. CLIQUES (GANG) - Small groups of friends who know each other

well, do things together, and form a regular social group.

c. INTIMACY - Extent to which two people share personal

knowledge, thoughts, and feelings.

d. AUTOEROTIC BEHAVIOR - Sexual behavior that is experienced

alone.

FAMILY RELATIONSHIP - a strong sense of bonding, closeness, and

attachment to family have been found to be related with better
emotional development, better school performance, and
engagement in fewer high-risk activities.

SCHOOL RELATIONSHIP - It is here that they relate to develop

relationships with their peers and where they have the opportunity
to develop key cognitive skills.

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3Q WEEK 6
Tuesday, 8 February 2022 6:12 pm

DEVELOPMENTAL Tasks
Development Tasks as defined by Robert J. Havighurst, is 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 of life.

Perkins, Daniel Francis, PH.D. (2017) here are more specific

developmental tasks in middle adolescence:

 Achieving new and more mature relations with age-mates of

both sexes.

 Achieving gender-based or a masculine or feminine social role.

 Accepting one’s physique and using the body effectively.

 Achieving emotional independence from parents and other

adults.

 Preparing for marriage and family life

 Preparing for an economic career.

 Acquiring a set of values and an ethical system as a guide to

behavior; developing an ideology.

 Desiring and achieving socially responsible behavior.

--

1. ACHIEVING NEW AND MORE MATURE RELATIONS WITH AGE-

MATES OF BOTH SEXES

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Adolescents learn through interacting with others in more adult
ways. Physical maturity plays an important role in peer relations.
Adolescents who mature at a slower or faster rate than others will be
dropped from one peer group and generally will enter a peer group
of similar maturity. For early-maturing girls (girls whose bodies are
fully developed at a young age), entering into a peer group of similar
physical maturity can mean a greater likelihood of early sexual
activity.

2. ACHIEVING GENDER-BASED OR A MASCULINE OR FEMININE

SOCIAL ROLE

Each adolescent develops his or her own definition of what it means

to be male or female. Most adolescents conform to the sex roles of
our cultural view of male (assertive) and female (passive)
characteristics. Yet these roles have become more relaxed in the last
30 years. As adults, we need to provide opportunities for adolescents
to test and develop their masculine and feminine social roles. For
example, we need to encourage males to express their feelings and
encourage females to assert themselves more than they have in the
past.

3. ACHIEVING ONE'S PHYSIQUE AND USING THE BODY

EFFECTIVELY

The time of the onset of puberty and the rate of body changes for
adolescents vary greatly. How easily adolescents deal with these
changes will partly depend on how closely their bodies match the
well-defined stereotypes of the “perfect" body for young women and
young men. Adolescents whose bodies do not match the stereotypes
may need extra support from adults to improve their feelings of
comfort and self-worth regarding their physiques.

4. ACHIEVING EMOTIONAL INDEPENDENCE FROM PARENTS AND

OTHER ADULTS

- Children derive strength from internalizing their parent's values

and attitudes. Adolescents, however, must redefine their
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 and attitudes. Adolescents, however, must redefine their
sources of personal strength and move toward self-reliance.
- This change is smoother if adolescents and parents can agree on
some level of independence that increases over time.
- For example, parents and adolescents should set a curfew time.
That curfew should be extended as the adolescent nurtures.

5. PREPARING FOR MARRIAGE AND FAMILY LIFE

SEXUAL MATURATION - Basis for this developmental task.

Achievement of this developmental task is difficult because
adolescents often confuse sexual feelings with genuine intimacy.

Indeed, this developmental task is usually not achieved until late

adolescence or young adulthood.

Until that time comes, the best way for parents to help is to set aside
time to talk to their early and middle adolescents about sex and
relationships.

6. PREPARING FOR AN ECONOMIC CAREER

In American society, adolescents reach adult status when they are

able to financially support themselves. This task has become more
difficult now than in the past because the job market demands
increased education and skills. Today, this developmental task is
generally not achieved until late adolescence or young adulthood,
after the individual completes his/her education and gains some
entry-level work experience.

7. ACQUIRING A SET OF VALUES AND AN ETHICAL SYSTEM AS A

GUIDE TO BEHAVIOR; DEVELOPING AN IDEOLOGY

Adolescents gain the ability to think abstractly and to visualize

possible situations. With these changes in thinking, the adolescent is
able to develop his or her own set of values and beliefs. Discussing
these newly forming ethical systems with parents and other adults
can be a great help to adolescents in accomplishing this
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can be a great help to adolescents in accomplishing this
developmental task. In addition, parents may want to provide
adolescents with hypothetical situations that challenge their
emerging values, to help the adolescents evaluate the strength and
appropriateness of those values.

8. DESIRING AND ACHIEVING SOCIALLY RESPONSIBLE BEHAVIOR

The family is where children learn to define themselves and their

world. Adolescents must learn to define themselves and their world
in the context of their new social roles. Status within the community
beyond that of family is an important achievement for older
adolescents and young adults. Adolescents and young adults become
members of the larger community through financial and emotional
independence from parents, which in turn teaches them the value of
socially responsible behavior.

Stages IN HUMAN DEVELOPMENT

 The adolescent must adjust to a new physical sense of self.

 The adolescent must adjust to new intellectual abilities.

 The adolescent must adjust to increased cognitive demands at

school.

 The adolescent must develop expanded verbal skills.

 The adolescent must develop a personal sense of identity.

 The adolescent must establish adult vocational goals.

 The adolescent must establish emotional and psychological

independence from his or her parents.

 The adolescent must develop stable and productive peer

relationships.

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 The adolescent must learn to manage her or his sexuality.

 The adolescent must adopt a personal value system.

 The adolescent must develop increased impulse control and

behavioral maturity.

1. THE ADOLESCENT MUST ADJUST TO A NEW PHYSICAL SENSE OF

SELF.

The young person looks less like a child and more like a physically
and sexually mature adult. The effect of this rapid change is that the
young adolescent often becomes focused on his or her body.

2. THE ADOLESCENT MUST ADJUST TO NEW INTELLECTUAL

ABILITIES.

Their thinking is constrained to what is real and physical. During

adolescence, young people begin to recognize and understand
abstractions. The growth in ability to deal with abstractions
accelerates during the middle stages of adolescence.

3. THE ADOLESCENT MUST ADJUST TO INCREASED COGNITIVE

DEMANDS AT SCHOOL

Adults see high school in part as a place where adolescents prepare

for adult roles and responsibilities and in part as preparatory for
further education.

4. THE ADOLESCENT MUST DEVELOP EXPANDED VERBAL SKILLS

Their limited language of childhood is no longer adequate.

Adolescents may appear less competent because of their inability to
express themselves meaningfully.

5. THE ADOLESCENT MUST DEVELOP A PERSONAL SENSE OF

IDENTITY

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During adolescence, a young person begins to recognize her or his
uniqueness and separation from parents. As such, one must
restructure the answer to the question "What does it mean to be
me?" or "Who am I?"

6. THE ADOLESCENT MUST ESTABLISH ADULT VOCATIONAL GOALS

Adolescents must identify, at least at a preliminary level what are

their adult vocational goals and how they intend to achieve those
goals.

7. THE ADOLESCENT MUST ESTABLISH EMOTIONAL AND

PSYCHOLOGICAL INDEPENDENCE FROM HIS OR HER PARENTS

Adolescents may vacillate between their desire for dependence and

their need to be independent. In an attempt to assert their need for
independence and individuality, adolescents may respond with what
appears to be hostility and lack of cooperation.

8. THE ADOLESCENT MUST DEVELOP STABLE AND PRODUCTIVE

PEER RELATIONSHIPS

The degree to which an adolescent is able to make friends and have

an accepting peer group is a major indicator of how well the
adolescent will successfully adjust in other areas of social and
psychological development.

9. THE ADOLESCENT MUST LEARN TO MANAGE HER OR HIS

SEXUALITY

With their increased physical and sexual maturity, adolescents Their

self-image must accommodate their personal sense of masculinity
and femininity. Additionally, they must incorporate values about
their sexual behavior.

10. THE ADOLESCENT MUST ADOPT A PERSONAL VALUE SYSTEM

During the early stages of moral development, parents provide their

child with a structured set of rules of what is right and wrong, what is
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child with a structured set of rules of what is right and wrong, what is
acceptable and unacceptable. Eventually the adolescent must assess
the parents' values as they come into conflict with values expressed
by peers and other segments of society. To reconcile differences, the
adolescent restructures those beliefs into a personal ideology.

11. THE ADOLESCENT MUST DEVELOP INCREASED IMPULSE

CONTROL AND BEHAVIORAL MATURITY

In their shift to adulthood, most young people engage in one or more

behaviors that place them at physical, social, or educational risk.
Risky behaviors are sufficiently pervasive among adolescents that
risk taking may be a normal developmental process of adolescence.
Risk taking is particularly evident during early and middle
adolescence. Gradually adolescents develop a set of behavioral self-
controls through which they assess which behaviors are acceptable
and adult-like.

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3Q WEEK 7
Friday, 18 February 2022 6:00 pm

Middle Adolescents CHALLENGES

• FAMILY
• SUBSTANCE ABUSE
• LEGALITY
• PRESCRIBED MEDICATION
• FITTING IN/ PEER PRESSURE
• DEPRESSION
• TO FEEL GOOD
• AVAILABILITY
• GATEWAY
• EXPERIMENTING
• SELF-MEDICATING
• SCHOOL
• SEX

FAMILY

→ Most young people and their families have some ups and downs
during these years, but things usually improve by late
adolescence as children become more mature
→ Personal loss
→ Helping a young person to identify the family experiences that
were unsatisfactory and why their family did not have the
capacity to help them at the time can be a helpful place to start.

SUBSTANCE USE

A. LEGALITY - Alcohol and Nicotine are legal.

B. AVAILABILITY - Prescription drugs, Nicotine, and Alcohol are
easy to acquire because they are readily available.
C. PRESCRIBE/MEDICATION - Some people think that because
their doctor gives them a prescription, the medication they are
taking is safe to consume without consequences.
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 taking is safe to consume without consequences.
D. FITTING IN/PEER PRESSURE - Peer pressure causes people to do
things they would not have done to either impress their friends,
or trying to feel valued.
E. EXPERIMENTING - Mind-altering substance, like Cocaine and
Alcohol, promise to heighten experience and that experience is
worth exploring.
F. GATE WAY - In many cases, substances like Alcohol, Marijuana
and prescription painkillers act as a gateway to drugs that have a
more intense and mind-altering effect.
G. DEPRESSION - Those struggling with depression tend to self-
medicate to handle the symptoms of depression with Alcohol,
Marijuana, Cocaine, and various other mind-altering substances.
H. TO FEEL GOOD - People start to abuse drugs and Alcohol
because they want to feel better than they do; using drugs or
alcohol to feel better is a gateway to a severe addiction.
I. SELF MEDICATING - Stress, anxiety, etc.; these are all reasons
why people would self-medicate with mind-altering substances
to cope with what they are feeling or what they do not want to
feel..

SCHOOL

Particular school problem include fear of going to school,

absenteeism, and dropping out and academic underachievement.
Bullying is another problem that can negatively affect academic
performances. Bullying is the act of unwanted, aggressive behavior
among school aged children that involves a real or perceived power
imbalance. The behavior is repeated, or has the potential to be
repeated, over time.

SEX

Youth at this age lack the cognitive and emotional maturity that is
necessary to make wise and healthy decisions regarding their
sexuality and are ill-prepared to cope with consequences of sexual
activity. This is particularly unfortunate as today's adolescents are
becoming sexually active sooner than previous generations

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3Q WEEK 7.2
Friday, 18 February 2022 6:05 pm

Late Adolescence CHALLENGES:

 Physical and biological changes
 Cognitive development
 Pregnancy
 Legal Issue
 Substance Abuse
 Parents
 Sibling
 Teachers
 Community Leaders

1. PHYSICAL AND BIOLOGICAL CHANGES

- Youth experience dramatic changes in the shape of their bodies,

an increase in hormones, and changes in brain architecture,
- Another major biological change during this period between
puberty and young adulthood is in the frontal lobes of the brain -
Responsible for such functions as self-control, judgement,
emotional regulation, organization, and planning.
- These changes in turn fuel major shifts in adolescents’ physical
and cognitive capacities and their social and achievement-
related needs..

2. COGNITIVE DEVELOPMENT

- Cognitive skill development over the adolescent years enables

youth to become increasingly capable of managing their own
learning and problem solving while also facilitating their identity
formation and maturation of moral reasoning.
- The successful development of these cognitive skills relates to
youth’s ability to be planful, an important skill for successful
pursuit of educational and occupational goals

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3. PREGNANCY

- According to World Health Organization (2020), Adolescents who

may want to avoid pregnancies may not be able to do due to
knowledge gaps and misconceptions on where to obtain
contraceptive methods and how to use them.
- Adolescents face barriers to accessing contraception including
restrictive laws and policies regarding provision of contraceptive
based on age or marital status, health worker bias and/or lack of
willingness to acknowledge adolescents sexual health needs, and
adolescents' own inability to access contraceptives because of
knowledge, transportation and financial constraints.

4. LEGAL ISSUE

- As compared with younger children, adolescents are close to

adulthood. They are physically mature, and most have the
cognitive capacities for reasoning and understanding necessary
for making rational decisions.

- Yet adolescents are not fully formed persons in many regrets;

they continue to be dependent on their parents and on society,
and their inexperience and immature judgment may lead them
to make poor choices, which threaten harm to themselves or
others.

5. SUBSTANCE ABUSE

- Adolescents brains are more vulnerable to the temptation to use

substances and to the effects of these substances because
reward pathways develop before prefrontal cognition. Sustained
substance use can affect neuropsychological functioning,
resulting in attention deficits, memory problems, and decreased
cognitive flexibility.

6. PARENTS

- When high parental expectations cannot be fulfilled, parents

may respond critically to their children's failures, which in turn
may induce stress and depression
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22 adolescents. Parental
 may induce stress and depression in adolescents. Parental
expectations may be a double-edged sword in terms of
adolescents' development.

- On the one hand, high parental expectations are positively

associated with adolescents' academic performance. High
parental expectations may serve as a stressor and induce
depression of adolescents.

7. SIBLINGS

- According to Huijsmans, Twan (2018), relative developmental

differences between siblings may diminish over the course of
adolescence, so that different-age siblings become more alike as
they get older.
- Moreover, warmth and intimacy within the sibling relationship
may increase, and conflict and rivalry decrease when siblings get
older.

8. TEACHERS

- Mary Ann Ware and Jodi Rath (2019), believes that being
different can be particularly challenging as a teen.
- Teachers can facilitate prosocial behavior and illuminate the
value of multiple perspectives while teaching diverse student
populations.
- Teachers may inadvertently foster competition of power in
which high-achieving students are perceived as more respected
than students who are struggling. Such a hierarchy can affect
struggling students' self-esteem and decrease teacher influence
with the students who may need it most.

9. COMMUNITY LEADERS

According to Price-Mitchell, Marilyn PhD (2018), adolescence said

that the behaviors most likely to build character came from adults
who:

→ Supported and encouraged

→ Listened S
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→ Listened S
→ Set high expectations
→ Showered interest in them as individuals, separate from
→ academics, sports, or civic activities.
→ Fostered self-decision making provided another perspectives
during problem-solving.

10. ADOLESCENT AS A LOVABLE AND CAPABLE

PERSON

Positive self-esteem for teens is important according to Reach Out

Australia (2020), as it allows them to try new things, take healthy
risks and solve problems. In turn, their learning and development will
be productive and will set them up for a healthy and positive future.

Adolescent with high self-esteem from Exploring your mind (2019)

→ Feel loved and accepted by those around them. In addition, they

are motivated to learn, try new things, and experience new
places.
→ Tend to be optimistic about their future and can see problems
from different points of view.
→ Create goals for the short-and long term. They are capable of
taking responsibility for their own behavior and decisions.
→ Know their strengths and weaknesses, Just like how they know
how to accept criticism, they can self-criticize and face their
problems.
→ Have emotional stability and show empathy.
→ Are sensitive to other's needs. They communicate easily and
have a healthy social circle.

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3Q WEEK 8
Tuesday, 22 February 2022 6:00 pm

Coping With Stress

IN MIDDLE AND LATE ADOLESCENTS

STRESS - is the body's reaction to a challenge, which could be

anything from outright physical danger to asking someone for a date
or trying out sports team. The human body responds to stressors by
activating the nervous system and specific hormones.

SIGNS OF STRESS IN ADOLESCENT ARE EVIDENT IN THEIR EMOTIONS,

BEHAVIOR, THINKING, AND BODY:

CHANGES IN BEHAVIOR AS ADOLESCENCE WHEN STRESSED

CONSIST OF:

→ Not want to take part in activities she usually enjoys, refuse to go

to school, or not do as well at school
→ Seem nervous or anxious
→ Sleep too little or too much
→ Eat more comfort food than usual or eat less
→ Drink more caffeine products, or take over-the counter
painkiller, use alcohol or drugs, or gamble
→ Behave aggressively

CHANGES IN EMOTIONAL:

→ Be cranky, moody, cry or feel sad, down or hopeless, feel that

nothing is going right, or have emotional ups and downs for no
obvious reason.
→ Worry about missing out on what his peers are up to
→ Find it hard to relax or switch off, especially from social media.

CHANGES IN PHYSICAL:

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→ Feel sick - headaches, shoulder pain, stomach aches, jaw pain,
get frequent colds or infections.
→ Loss or gain weight
→ Have panic attacks, dizzy spells, fast breathing or pins and
needles have changes in her period.

CHANGES IN THINKING:

→ Finding it hard to concentrate or stay focused

→ Having trouble remembering things, organizing, planning ot
making decisions.
→ Making snap decisions or errors in judgement.

COMMON TRIGGERS OF TEEN STRESS:

 ACADEMIC STRESS
 Social Stress
 Family Discord
 World Events
 Traumatic Events

ACADEMIC STRESS

From grades to test scores to applying to college, adolescent

experience high levels of school related stress. Many adolescent
worry about meeting academic demands, pleasing teachers and
parents, and keeping up with their classmates. Poor time
management skills or feeling overwhelmed by the amount of work
can play into academic stress as well.

SOCIAL STRESS

Adolescent place a high value on their social lives. They spend the
majority of their waking hours among their peers, and finding and
keeping their tribes can include stress at times. Bullying and subtle
instances of relational aggression are clear sources of stress on
teens, but learning to manage healthy conflict and work through
romantic relationships are no easy tasks for the developing teen.
Peer pressure is an additional stress during the teen years. In an
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Peer pressure is an additional stress during the teen years. In an
effort to establish and maintain friendships, teens can engage in
behavior outside of their comfort zones to appease their peers

FAMILY DISCORD

Stress trickles down, and anything that impacts the family can affect
the adolescent. Unrealistic expectations, marital problems, strained
sibling relationships (including sibling bullying), illness in the family,
and financial stress on the family can all trigger a spike in adolescent
stress.

WORLD EVENTS

School shootings, acts of terrorism, and natural disasters worry

parents, but they also trigger stress for adolescent. Adolescent are
often privy to the 24-hour news cycle, and hearing bits and pieces of
scary news, both domestic and abroad, can leave adolescent
wondering about their safety and the safety of their loved ones

TRAUMATIC EVENTS

Death of a family member or friend, accidents, sickness, or enduring

emotional or physical abuse can have a lasting impact on adolescent
stress levels. It‘s also important to note that teen dating violence
affects approximately 10% of teens.

SIGNIFICANT Changes IN LIFE

Death of a family member or friend, accidents, sickness, or enduring
emotional or physical abuse can have a lasting impact on adolescent
stress levels. It‘s also important to note that teen dating violence
affects approximately 10% of teens

EFFECTS OF STRESS TO ADOLESCENTS:

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PERSONAL WAYS OF COPING STRESS AMONG
ADOLESCENTS:

→ Move your body

→ Get enough sleep
→ Strike a balance
→ Enjoy yourself
→ Let yourself shine
→ Talk through it

MOVE YOUR BODY

Physical activity is one of the most effective stress busters. That

doesn‘t mean you have to go for a jog if you hate running. Find
activities you enjoy and build them into your routine such as yoga,
hiking, biking, skateboarding or walking. The best types of physical
activities are those that have a social component. Whether you‘re
into team sports, or prefer kayaking or rollerblading with a friend or
two, you‘re more likely to have fun — and keep at it — if you‘re
being active with friends.

GET ENOUGH SLEEP

Between homework, activities and hanging with friends, it can be

hard to get enough sleep, especially during the school week. Ideally,
adolescents should get nine hours a night. Most teens, though, are
getting less. According to APA‘s Stress in America Survey, teens say
they sleep an average of just 7.4 hours on a school night

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they sleep an average of just 7.4 hours on a school night

STRIKE A BALANCE

School is important, but it‘s not everything. When you plan your
week, schedule time to get schoolwork done, but also schedule time
to have fun. When it‘s time to enjoy yourself, try not to worry about
school or homework. Focus on having fun

ENJOY YOURSELF

Besides physical activities, find other hobbies or activities that bring

you joy. That might be listening to music, going to the movies or
drawing. Make a point to keep doing these things even when you‘re
stressed and busy.

LET YOURSELF SHINE

Spend some time really thinking about the things you‘re good at, and
find ways to do more of those things. If you‘re a math ace, you might
tutor a younger neighbor who‘s having trouble with the subject. If
you are a spiritual person, you might volunteer at your church. If
you‘re artistic, take a photography class. Focusing on your strengths
will help you keep your stresses in perspective.

TALK THROUGH IT

It‘s so much easier to manage stress when you let others lend a
hand. Talk to a parent, teacher or other trusted adult. They may be
able to help you find new ways to manage stress. Or they may help
put you in touch with a psychologist who is trained in helping people
make healthy choices and manage stress.

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3Q WEEK 9
Tuesday, 1 March 2022 6:12 pm

The Power Of Mind

BRAIN:

A. CEREBELLUM - Receives and process information concerning

bodily functions ex. Eyes, ears, muscles. It coordinates different
body parts.
B. CEREBRUM - Makes up 75% - 80% of brain. Involves two
hemispheres; left and right.
C. BRAINSTEM - smallest part of the brain that connects to spinal
cord. Receives data that transmits to spinal cords. Feeds
information and rely signals in different parts of the body.

→ Blood pressure
→ Heart Rate
→ Breathing

NED HERRMAN

- The Hermann Brain Dominance Instrument (HBDI) is the world's

leading Thinking Styles Assessment Tool. It is at the core of the
Hermann International's Whole Brained Thinking Approach.

- Hermann worked with EEG scans and, later, paper and -pencil
questionnaires to identify four distinct types of thinking, each
roughly corresponding of one of the brain structures. The result
of this research is the Hermann Whole Brain Model.

The basis of Whole Brain Thinking and all Hermann International

learning module, the HBDI teaches you how to communicate with
those who think the same as you and those who think differently.
Once an individual understands his or her thinking style preferences,
the door opens to improve teamwork, leadership, customer
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the door opens to improve teamwork, leadership, customer
relations, creativity, problem solving, and many other aspects of
personal and interpersonal development.

THE FOUR THINKING STYLES IN THE WHOLE

BRAIN MODEL:

1. LOGICIAN - Analytical, Mathematical, Technical, and Problem

Solving. Upper Left Hemisphere

2. ORGANIZER - Controlled, conservative, planned, organized, and

administrative, in nature. Lower Left Hemisphere

3. COMMUNICATOR - Interpersonal, emotional, musical, spiritual,

and the talker modes. Lower Right Hemisphere

4. VISIONARY - Imaginative, synthesizing, artistic, holistic, and

conceptual modes. Upper Right Hemisphere

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PERDEV Page 32
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ROGER W. SPERRY

1960S the idea of the right brain and left brain thinking was
developed. He discovered that the human brain has two different
means of thinking composed of the right and the left brain.

RIGHT BRAIN:

Referred to as the analog brain. It controls the three which are

dimensional sense, creativity, and artistic senses.

 Sees, thinks and processes information in whole, concrete

images.
 The right brain, is reality-based because it thinks in whole
 Thinks, multi-dimensionally, comprehending a subject on many
different analytical levels.
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 different analytical levels.
 Thinks emotionally, intuitively, creatively, globally and
analytically.
 Reacts best to visual images, oral discussions and handling
objects.
 May excel in music art, drawing, athletics, and coordinated
physical movement.
 May be naturally mechanically-minded always taking things
apart. Remembers faces, places and events very well but not the
names.
 May have a photographic memory for images, reading
selections, oral discussions, places visited and musical work.

Difficulties in some areas like:

 Understanding the parts of whole images without the whole

object presents.
 Thinking in sequences and has to be trained in sequencing skills,
using concrete materials and visual aids.
 Focusing in organizing a large body of information such as a
school project with written materials and visual aids.
 Verbal or language arts skill of hand printing, phonics, and
paragraph.
 Understanding and working with mathematical concepts of time.
 Follow oral and written instructions without a visual
demonstrations.

LEFT BRAIN

Left Brain- referred to as the digital brain. It controls reading writing

calculation and logical thinking.

Some of the abilities commonly connected with the left side of the
brain include the following:

 Thinks in abstract letters, numbers, written words and formulas.

 Excels in mathematics, sequencing and the use of verbal and
written language.
 Is strongly verbal and reacts best to verbal input.
 Responds well to phonics.
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 Responds well to phonics.
 Handles sequencing of numbers.
 Does not need to visualize in whole, both concrete and abstract.
 Seeks the parts within the whole first, and then arrives at the
whole concept of a given idea.

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