ASPECTS OF MY
DEVELOPMENT
● Physical Self. includes the
descriptions of your height,
weight, facial appearance, and
quality of skin, hair and
descriptions of body areas
such as your neck, chest,
waist, legs et
● 2. Intellectual Self. include here
an assessment of how well you
reason and solve problems,
your capacity to learn and
create, your general amount of
knowledge,
● Emotional Self. it is about the
typical feelings you: seldom
feel, try to avoid, enjoyed most,
and associated with each other
● Sensual Self. it is about how
you feel as a sensual person.
What do you use most – sight,
hearing, speaking, smelling,
touching?
● Interactional Self. includes
your descriptions of your
strengths and weaknesses in
intimate relationships and
relationships to friends, family,
costudents and strangers in
social settings.
● Nutritional Self. includes how
do you nourish yourself? What
foods do you like and dislike?
What do you like and dislike
about these?
● Contextual Self. this 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.
● Spiritual Self. 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.
HOLISTIC DEVELOPMENT
Holistic Development refers to
human development that is meant
to involve all the aspects of a
person
●Physical development – the
process of physical growth in
which (height, length, mass
etc.) of an individual increases
including the five physical
senses.
●Intellectual development –
deals with thinking and mental
process which further divided
into six classes; knowledge,
comprehension, application,
analysis, synthesis, and
evaluation.
●Emotional development – it
refers to the children’s growing
ability to identify and
understand their own feelings,
accurately read and
understand the feelings of
 others, manage the way they cognitive, social, intellectual,
feel, perceptual, personality and
●Social development – refers to emotional growth.
how a child develops
friendships and other
relationships, as well as how a
child handles conflict with
peers
●Spiritual development – is a
process through which a child
develops proper attitudes or
behaviors towards the other
people in the society, based on
various things such as social
and cultural norms, laws, and
rules.

- It is the attributes of a
person’s consciousness
and beliefs, including
values and virtues that
guide and put meaning
into a person’s life.
ERIKSON’S EIGHT STAGES OF
holistic development is a PERSONALITY DEVELOPMENT
process of self-actualization and
learning that combines an (Table)
individual’s, physical
(physiological), Mental
(intellectual), social, emotional Identity is the concept of an
(psychological), and spiritual individual about himself and is
growth. often referred to as “self-identity,”
MODULE 3 molded through various interactive
experiences around himself, such
DEVELOPMENTAL STAGES as their family and community, and
his responses in terms of thinking,
Human Development focuses on attitude and behavior to external
human growth and changes across stimuli.
the lifespan, including physical,
Identity is a self-belief of what the
individual thinks and feels about
himself. Roles oftentimes form part
of this self-identity, such as birth
order in the family, the nature of
work, occupation or title, and
academic and social standing.
Identity is also influenced by how
others perceive an individual.
Role confusion is the negation of
self-identity, in a sense that there is
confusion over one’s self-concept
or the absence or lack of such a
concept
Cognitive growth among
adolescents is usually marked by
the way they are able to
comprehend abstract concepts,
such as freedom and human rights.
Lesson 2: Factors Affecting
Period of Adolescence
1. Generation Gap
2. Emotional Instability
3. Career Consciousness
4. Treating the Adolescents:
5. Good Literature
6. Socialization:
MODULE 4
(The following are eight (8) simple
rules which could help you,
teenagers, to become a
responsible adolescent prepared
for adult life:)
STRESS: NATURE, TYPES, AND
SYMPTOMS
Stress is the body’s responds to
anything that makes us feel
threatened or pressured. It is
caused by any kind of demand, to
which we must adapt, adjust, or
respond. It is the body’s automatic
way of reacting to changes,
challenges, and demands placed
on us.
Nature of Stress
Stress is not a factor that resides in
the individual or the environment,
instead
it is embedded in an ongoing
process that involves individuals
transacting with their
social
Types of Stress
Physical and Environmental –
demands that change the state of
our body
Environmental stresses are
aspects of our
surroundings that are often
unavoidable such as air pollution,
crowding,
Psychological – stresses that we
generate ourselves in our minds
and are
unique to the person experiencing
them.
Social – These are induced
externally and result from our
interaction with
other people. Social events like
death or illness in the family,
strained relationships,
trouble with neighbors are some
examples of social stresses
MODULE 5
Common things that causes
stress:
homework and school
expectations and pressure
social relationships
extra-curricular commitments
life challenges
lack of time
Eustress, or positive stress
Motivates, focuses energy. Is
short-term. Is perceived as within
our coping abilities. Feels exciting.
Improves performance
Distress, or negative stress,
Causes anxiety or concern. Can
be short- or long-term. Is
perceived as outside of our coping
abilities. Feels unpleasant.
Decreases performance. Can lead
to mental and physical problems.
The long-term effects of stress
. Physical. Frequent colds or flu,
headaches, trouble sleeping,
muscle tension, skin problems,
trouble with digestion
Mental. Poor concentration,
forgetfulness, learning problems,
frequent negative thoughts, speech
problems.
Emotional. Anxiety, depression,
anger, irritability, feelings of
helplessness, lack of purpose,
relationship troubles
Behavioral. Eating poorly, driving
recklessly, abusing alcohol or
drugs, being accident prone,
showing aggression
How to Reduce, Prevent, and
Cope with Stress
Identify the sources of stress in
your life
Look at how you currently cope
with stress
Unhealthy ways of coping with
stress
 ● Smoking, Drinking too
much, Overeating or
under eating, Zoning out
for hours in front of the
TV or computer,
Withdrawing from
friends, family,
Learning healthier ways to
manage stress
● avoid, alter, adapt, or
accept.
MODULE 6
Herrmann’s Whole Brain Model
1. Upper Left (A) Cerebral Mode
as ANALYTICAL
2. Lower Left (B) Limbic Mode
as PRACTICAL
3. Lower Right (C) Limbic Mode
as RELATIONAL
4. Upper Right (D) Limbic
System as EXPERIMENTAL
A. Analytical Thinking
(blue area)
d excel at solving mathematical,
numerical, and technical
problems in a logical way. They
are critical, focus on quantitative
data, and assess ideas based
on collected facts.
B Practical and Structured
Thinking (green area)
Work primarily in a controlled,
conservative, and planned
manner. They can work in a
very detailed, structured, and
precise way and preferably
search for solutions to problems
step-by step.
C
Relational Thinking (red area)
Can communicate, reason, and
convince others very well. They
find interpersonal contact with
others very important and have
a kinesthetic (sensitive) attitude.
They are very empathetic and
listen to the ideas and opinions
of others.
D. Experimental and Creative
Thinking (yellow area)
maginative and artistic people
who have a conceptual brain.
They have a visual, holistic,
intuitive, and innovative
approach and are happy to take
the initiative.
Our Brains Control Our
Thoughts, Feelings, and
Behavior
● The old brain—including
the brain stem, medulla,
pons, reticular formation,
thalamus, cerebellum,
amygdala,
hypothalamus, and
 hippocampus—regulates
basic survival functions,
such as breathing,
moving, resting, feeding,
emotions, and memory.
● The cerebral cortex,
made up of billions of
neurons and glial cells, is
divided into the right and
left hemispheres and into
four lobes
● The frontal lobe is
primarily responsible for
thinking, planning,
memory, and judgment.
● The parietal lobe is
primarily responsible for
bodily sensations and
touch.
● The temporal lobe is
primarily responsible for
hearing and language.
● The occipital lobe is
primarily responsible for
vision.
● Other areas of the cortex
act as association areas,
responsible for
integrating information
● brain changes as a
function of experience
and potential damage in
a process known as
plasticity.
● The brain can generate
new neurons through
neurogenesis.
● motor cortex controls
voluntary movements.
● sensory cortex receives
and processes bodily
sensations
● e left cerebral
hemisphere is primarily
responsible for language
and speech
● right hemisphere
specializes in spatial and
perceptual skills,
visualization, and the
recognition of patterns,
faces, and melodies.
● corpus callosum, which
connects the two
hemispheres, creates a
“split-brain patient,”
with the effect of creating
two separate minds
operating in one person
● Neuroplasticity allows
the brain to adapt and
change as a function of
experience or damage.
Teen Brain: Behavior,
Problem Solving, and
Decision Making
Scientists have identified a
specific region of the brain
called the amygdala that is
responsible for immediate
reactions including fear and
aggressive behavior.
frontal cortex, the area of the
brain that controls reasoning
and helps us think before we
act, develops later.
Nerve cells develop myelin, an
insulating layer that helps cells
communicate.
Changing Brains Mean that
Adolescents Act Differently
From Adults
Based on the stage of their brain
development, adolescents are
more likely to:
• act on impulse
• misread or misinterpret social
cues and emotions
• get into accidents of all kinds •
get involved in fights
• engage in dangerous or risky
behavior
Adolescents are less likely to:
• think before they act
• pause to consider the
consequences of their actions
• change their dangerous or
inappropriate behaviors
MODULE 7
HEALTHY EATING:
Healthy eating nourishes the
body, including the brain, and
supports mental health.
PHYSICAL ACTIVITY:
Physical activity can make you
feel good physically and build
confidence.
SLEEP:
Most teens need 9-11 hours of
sleep every night.
A healthy self-concept or self-
identity is an important
foundation in developing good
mental health and well-being
Physiological affects mental
health. Adolescents should
therefore give importance to
their physical health by getting
adequate sleep, observing good
nutrition, and having an exercise
regimen.
Emotional Intelligence
What Is Emotional
Intelligence?
Emotional intelligence is the
ability to understand, use, and
manage our emotions
EQ helps us build strong
relationships, make good
decisions, and deal with difficult
situations.
Improving Your EQ
Emotional intelligence is a
combination of several different
skills:
Being Aware of Your Emotions
Understanding How Others Feel
and Why
Managing Emotional Reactions
Choosing Your Mood
MODULE 8
TYPES OF RESPONSES
Passive response: Behaving
passively means not expressing
your own needs and feelings, or
expressing them so weakly that
they will not be addressed.
Aggressive response:
Behaving aggressively is asking
for what you want or saying how
you feel in a threatening,
sarcastic or humiliating way that
may offend the other person(s).
Assertive response: Behaving
assertively means asking for
what you want or saying how
you feel in an honest and
respectful way that does not
infringe on another person's
rights or put the individual down.
WAYS TO MANAGE YOUR
EMOTIONS
The Smile Challenge:
The Breathing Challenge:
The “Bee Breath”:
Managing Difficult Emotions
Using Defense Mechanisms:
Repression – involuntary
pushing of unpleasant feelings
out of conscious
thought.
• Suppression – conscious,
intentional pushing of
unpleasantness from one’s
mind.
• Rationalization – making
excuses to explain a situation or
behavior rather than directly
taking responsibility for it.
• Regression – reverting to
behaviors more characteristic of
an earlier stage of
development rather than dealing
with the conflict in a mature
manner.
• Denial – unconscious lack of
acknowledgement of something
that is obvious to
others.
• Compensation – making up
for weaknesses and mistakes
through gift-giving,
hard work, or extreme efforts.
• Projection – attributing your
own feelings or faults to another
person or group.
• Idealization – seeing
someone else as perfect, ideal,
or more worthy than
everyone else.