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Lesson 1: Knowing Oneself – Strengths and Limitations

Week 1

Self-Development / Personal Development

 A PROCESS OF DISCOVERING ONESELF BY REALIZING ONE'S POTENTIALS AND CAPABILITIES that are shaped over time
either by studying in a formal school or through environmental factors.
 Self-development means is TAKING STEPS TO BETTER YOURSELF.
 It also means EFFORTS TOWARD SELF-FULFILLMENT.
Know Thyself
 An old maxim or aphorism which in time has been used in varied literature and consequently gained different meanings.
 “The Suda” is the encyclopedia of Greek knowledge wherein the concept of Know Thyself is interpreted in different meanings.
Socrates
“An unexamined life is not worth living.”

Thomas Hobbes
“Read thyself”
 Thomas Hobbes also discussed his own views about the maxim from which he used the phrase “read thyself” in his famous work The
Leviathan.
Self-Concept
 ONE’S ABSTRACT AND GENERAL IDEA ABOUT HIM/HERSELF particularly toward his/her UNIQUE PERSONALITY and
his/her own perception about his/her SET OF VALUES, POINT OF VIEWS and BEHAVIOR.
 The TOTALITY OF OUR BELIEFS, PREFERENCES, OPINIONS AND ATTITUDES ORGANIZED IN A SYSTEMATIC
MANNER, towards our personal existence. Simply put, it is how we think of ourselves and how we should think, behave and act out
our various life roles.
Rene Descartes
“The mind is the seat of consciousness.”
 The FATHER OF MODERN PHILOSOPHY, proposed his theory that a person’s existence depends on his/her perception.
 This means that IT IS IN THE MIND THAT WE KNOW EVERYTHING ABOUT ourselves like our IDENTITY, PASSION,
INTEREST, FEELINGS, and/or INTELLECT, thus everything that we are comes from the mind.

Aspects of Self-Concept Theory

Self-concept theory has a lot of suppositions regarding how people learn to judge themselves. Among these Sincero named three aspects
such as:
Self-concept is learned
 This explains that NO INDIVIDUAL IS BORN WITH SELF-CONCEPT.
 This means that self-concept can only be acquired as soon as the person learns how to mingle with others and so this indicates that
self-concept is influenced by the person’s environment and can be a product of the person’s socialization.
Self-concept is organized
 This stresses out that ONE’S PERCEPTION TOWARDS HIMSELF/HERSELF IS FIRM.
 This means that a person may hear other people’s point of view regarding himself/herself but will keep on believing that what he/she
thinks of himself/herself is always the right one.
Self-concept is dynamic
 As AN INDIVIDUAL GROWS OLDER, HE/SHE CONTINUES TO ENCOUNTER PROBLEMS OR CHALLENGES THAT
MAY REVEAL HIS/HER SELF-CONCEPT IN THAT PARTICULAR TIME OR SITUATION.
 A person will respond to the scenario based on his/her own insights and how he/she perceives himself/herself in the situation. Thus,
self-concept undergoes development as the person goes through different experiences.

Sigmund Freud
 A well-known psychologist, neurologist and the creator of Psychoanalysis Theory and the father of psychoanalysis, proposed that there
are THREE COMPONENTS OF PERSONALITY WITHIN US: the ID, EGO and SUPEREGO
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The Id
 Freud explained that MAN'S PERSONALITY IS DRIVEN BY PLEASURE PRINCIPLE.
 This means that the nature of Id is TO SATISFY MAN'S DESIRE WITHOUT THINKING MUCH OF THE SITUATION.
 This nature is being developed AT A YOUNG AGE OR PRESENT FROM BIRTH. For an
example:
 An infant will cry if he/she wants to be fed to satisfy his/her hunger.
 An infant cannot exactly explain what he/she really wants.
 Also, infants do grab things and would want to get things on their hands not minding if they hurt nor if they are important or not.
 This is the nature of Id, WHEN THE ID WANTS IT THE REST ARE NO LONGER IMPORTANT. However, this
instinct is controlled by the ego and superego as these aspects are developed in man’s life later.

The Ego
 This is the second component of the personality that is developed AT APPROXIMATELY THE AGE OF THREE.
 This OPERATES ACCORDING TO REALITY which makes it possible for the Id to work in a more proper and satisfactory ways.
 The ego will GIVE A MORE SOCIALLY ACCEPTED MEANS OF GETTING THE DESIRES and wants of a
person without getting to hurt other’s feelings.
 In other words, it is the job of the ego to provide a man some guidelines on how to behave accordingly while he fulfilled his pleasure.
 This component of our personality is manifested whenever we try to SATISFY OUR CRAVINGS WITHOUT COMPROMISING
OUR SELF-IMAGE TO OTHERS.

For an example:
 Freud compared the id to a horse and the ego to the horse's rider. The horse provides the power and motion, while the rider provides
direction and guidance. Without its rider, the horse may simply wander wherever it wished and do whatever it pleased. The rider gives
the horse directions and commands to get it to go where the rider wants it to go.
 Imagine that you are stuck in a long meeting at work. You find yourself growing increasingly hungry as the meeting drags on. While
the id might compel you to jump up from your seat and rush to the break room for a snack, the ego guides you to sit quietly and
wait for the meeting to end.
 Instead of acting upon the primal urges of the id, you spend the rest of the meeting imagining yourself eating a cheeseburger. Once
the meeting is finally over, you can seek out the object you were imagining and satisfy the demands of the id in a realistic and
appropriate manner.

Lesson 2: Knowing Oneself

Adolescence
 The period WHEN A YOUNG INDIVIDUAL DEVELOPS FROM A CHILD INTO AN ADULT.
 There are a lot of changes that happen to an adolescent like you and some of those are: how you look, how you take your role in the
community, how other people expect you in making decisions on your own, and how you perceive yourself.
Self-Esteem
 Evaluation of your own worth.
 POSITIVE SELF-ESTEEM is the valuation that is PLEASING AND ACCEPTABLE according to your standard and that of others.
 NEGATIVE SELF-ESTEEM is the opposite which is FEELING DISTRAUGHT OR DOWN AND UNACCEPTED by others.

According to Tafarodi & Swann (1995), there are many FACTORS TO IDENTIFY THE LEVEL OF SELF-ESTEEM OF AN INDIVIDUAL
and some of the major factors are:
 own appearance
 how satisfied you are in a relationship; and
 how you view your performance.

Self-Efficacy
 Is YOUR BELIEF ON YOUR OWN ABILITIES.
 It is your will to produce an effect on a specific thing.
 The stronger the belief, the bigger the possibility to achieve a positive result.
 For instance, you are aiming for a higher grade and you are confidently believing it then, it will happen.

Maddux and Kleiman (2000) define and explain the FIVE (5) DIFFERENT WAYS THAT INFLUENCED SELF- EFFICACY BELIEFS
from the ideas of Albert Badura, a professor and a psychologist.

1. Performance Experiences – IF YOU ARE GOOD AT ACHIEVING YOUR SPECIFIC GOAL, THEN YOU PROBABLY THINK
THAT YOU WILL ACHIEVE IT AGAIN. When the opposite happens, if you fail, you will often think that you will fail again.
2. Vicarious Performances – IF OTHERS ACHIEVED THEIR GOAL OR SPECIFIC TASK, THEN YOU WILL COME TO
BELIEVE THAT YOU WILL ALSO ACHIEVE YOUR GOAL.
3. Verbal Persuasion – IT IS WHEN PEOPLE TELL YOU WHETHER THEY BELIEVE OR NOT ON WHAT YOU CAN DO OR
CANNOT DO. The effect of your self-efficacy will depend on how that person matters to you.
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4. Imaginal Performances – WHEN YOU IMAGINE YOURSELF DOING WELL, THEN IT WILL HAPPEN.

5. The Affective States & Physical Sensations – IF YOUR MOOD OR EMOTION (E.G., SHAME) AND PHYSICAL
STATE (E.G., SHAKING) COME TOGETHER, IT WILL AFFECT YOUR SELF-EFFICACY. If negative mood connects with
negative physical sensation, the result will be negative. And if it is positive, most likely the result will be positive.
Self and Identity
 According to William James, a psychologist, “the self is what happens when I reflect upon ME"
 Taylor (1989) described the self as a Reflective Project.

Dan McAdam, a psychologist, reiterated that even there are many WAYS ON HOW WE REFLECT TO IMPROVE OURSELVES, it brings
us back to these three (3) categories:

Self as Social Actor

 We are portraying different roles and behaving for every type/set of people in front of us since we all care about what people think
about us. It is PRACTICALLY FOR SOCIAL ACCEPTANCE.

Self as Motivated Agent

 People act based on their purpose. THEY DO THINGS BASED ON THEIR OWN DREAMS, DESIRES, AND PLANNED GOALS FOR
THE FUTURE. This, though, is not easily identifiable since it is self-conceptualized, unless it was shared with us.

Self as Autobiographical Author

 HE/SHE AS THE CREATOR OF HIS/HER OWN ENTIRE LIFE STORY. It is about how oneself is developed from his/her past, up to
the present, and what he/she will become in the future.

Judgment and Decision Making

Six Steps on How to Make a Rational Decision:
1. Define the Problem (select your most desired course);
2. Identify the criteria necessary to judge the multiple options (list things to be considered like location, facilities, prestige,
etc.);
3. Weight the criteria (rank the criteria based on its importance to you);
4. Generate alternatives (the schools that accepted you);
5. Rate each alternative on each criterion (rate each school on the criteria you have identified); and
6. Compute the optimal decision

Lesson 3: Developing the Whole Person

Week 2

Holistic Development
✓ The PROCESS OF SELF-ACTUALIZATION and learning that combines on individual’s, PHYSICAL (PHYSIOLOGICAL), MENTAL
(COGNITIVE), SOCIAL, EMOTIONAL (PSYCHOLOGICAL) and SPIRITUAL
GROWTH.
Self-Actualization
✓ This represents a concept derived from Humanistic Psychological Theory.
✓ It means the GROWTH OF AN INDIVIDUAL TOWARD FULFILLMENT OF THE HIGHEST NEEDS; those for
meaning in life, in particular.
❖ Abraham Maslow – created the Humanistic Psychological Theory.
"The more you know yourself, the more patience you have for what you see in others"
Erik Erikson
Adolescence
✓ A period following the onset of puberty during which a YOUNG PERSON DEVELOPS FROM A CHILD INTO AN
ADULT.
❖ Adolescere - Latin word of adolescence which means to grow
❖ Granville Stanley Hall - Father of adolescence who coined the term adolescence and defined it as a "period of storm and
stress in human life"
Puberty
✓ Signals the BEGINNING OF ADOLESCENCE.
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Aspects of Holistic Development

Physical/Physiological Development

✓ It is a process that usually happens between ages 10 and 14 for girls and 12 and 16 for boys. It causes physical
changes, and affects girls and boys differently.
✓ The changes are preparing them to become physically capable of biological reproduction.
✓ The physical attributes including the five (5) senses.
✓ This pertains to the MATURING OF THE BODY AND ITS SYSTEMS ALONG WITH ITS FUNCTIONS.

❖ Body Changes
✓ Rapid body growth
✓ Hair growth
✓ Muscle modification
✓ Body composition
Mental/Cognitive Development

✓ This refers to the INTELLECTUAL CAPACITY OF AN INDIVIDUAL. How a person talks, the range of ideas he/she
expresses, and the things he talks about as well as his values and mental awareness.
✓ The brain continues to develop.
✓ The brain plays a vital role.
✓ The emergence of the ability to think and understand.
✓ Changes in one’s mental abilities, learning capacity, memory, reasoning, thinking process and language are
evident.
✓ This is the beginning to think from a concrete to abstract terms and able to conceptualize theoretical ideas.
✓ Problems are now being evaluated logically and scientifically.
✓ This changes in problem-solving and thinking abilities happen concurrently with their social, emotional and moral
development.

❖ Frontal Lobe – part of the brain which enables human to control sexual and emotional impulses.
Emotional/Psychological Development
✓ It is HOW WE FEEL ABOUT SOMETHING INTERNALLY.

✓ These changes in the emotions, feelings, moods and manner of thinking of a person.
✓ How thinking, feeling and behaving interact and happen in a person.

✓ It involves how growth and emotions changes as adolescents show unpredictable attitude, mood swings, and
frantic emotional outburst which slowly subsides as they age towards adulthood.
✓ The process of self-evaluation which leads to long-range goal setting, emotional and independence, and maturity.

Social Development

✓ The manner by which AN INDIVIDUAL INTERACTS WITH OTHER INDIVIDUALS OR GROUPS OF

INDIVIDUALS.
✓ It refers to the learned and developed ways of behaving in accordance to social expectations.
✓ Developing socially acceptable behavior is continuous across one’s lifespan with particular attention to childhood and
adolescence.
✓ The adolescents begin to rely more on their friends or peer group for support than on their family.
✓ The adolescents are more prone to peer pressure as they are expected to conform to the standards of their
friends
❖ Early Adolescence Stage (11-14 years old) - stage where romantic relationships are short-lived and
fleeting/detaching from family.

❖ Middle Adolescence Stage (15-17 years old) - stage where an adolescent becomes independent.

❖ Late Adolescence Stage (18-21 years old) – stage of re-establishment of good relationships with families.

Spiritual Development
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✓ Refers to a RELIGIOUS PROCESS OF RE-FORMATION which “AIMS TO BE RECOVER THE ORIGINAL
SHAPE OF MAN”, oriented at the “IMAGE OF GOD”
✓ The attribute of a person’s consciousness and beliefs, including the values and virtues that guide and put
meaning into a person’s life.
✓ It is a process of developing personal belief to God and holiness.
✓ Spirituality, affects the person’s morality. It is our personal stand of how we live our lives according to our faith.
✓ The adolescents start pondering on questions concerning existence, essence, spirituality, religion and God.
✓ They also entertain and try to answer the existential questions like, “Who am I?” or “What is the essence of life?”

Lesson 4: Thoughts, Feelings and Behaviors in Actual Life Situations

Thought
✓ This may refer to “the IDEAS OR ARRANGEMENTS OF IDEAS THAT RESULT FROM THINKING, the ACT OF
PRODUCING THOUGHTS, or the PROCESS OF PRODUCING THOUGHT”

“If you correct your mind, the rest of your life will fall into place.”
Lao Tzu

Feeling
✓ It denotes a STATE A CONSCIOUSNESS, -such as that resulting from emotion, sentiments, or desires.

✓ Are usually mild emotional states.

Behavior

✓ This refers to the RANGE OF ACTIONS AND MANNERISMS made by individuals, organisms, or any entities in
conjunction with their environment
.

The Cognitive Triangle

✓ This refers to a PSYCHOLOGICAL MODEL ENCOMPASSING THE INTERRELATIONSHIPS OF

THOUGHTS, ACTIONS, and FEELINGS SURROUNDING AN EVENT.
Cognitive Behavioral Therapy (CBT)
✓ Commonly used form of psychotherapy which AIMS TO ASSIST INDIVIDUAL IN UNDERSTANDING THE LINK BETWEEN
FEELINGS AND THOUGHT IN REALIZING HOW THIS TWO-IMPACT BEHAVIOR.
❖ Albert Ellis and Aaron Beck – two psychologist who proposed the Cognitive Behavior Therapy (CBT)

"Which is learned at a specific point and which makes achievement of succeeding task possible. When
the timing is right, the ability to learn a particular task will be possible. "
Robert James Havighurst
Self-Acceptance
✓ ACCEPTING ONE SELF AND PUTTING UP ONE'S FLAWS, IMPERFECTIONS AND WEAKNESSES.
Personal Growth
✓ PERSONALITY AND IDENTITY, CULTIVATING ABILITIES AND ACQUIRING HELPFUL SKILLS in order to
achieve dreams and goals.
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Self-Awareness
✓ Is when you are ABLE TO EXPRESS YOURSELF AS TRUTHFULLY UNIQUE AND SEPARATE
INDIVIDUALS
✓ Keeps you away from living a lie, fantasy, imagination or pretension.
✓ Understanding your own habits, needs desires, flaws and everything else that matters in your personality.

Lesson 5: Developmental Task and Challenges of Adolescence

Week 3

Adolescence
A PERIOD OF LIFE WITH SPECIFIC HEALTH AND DEVELOPMENTAL NEEDS AND RIGHTS.
A time in a young person’s life where they move from dependency on their parents to independence, autonomy and
maturity.
It is also a time to develop knowledge and skills, learn to manage emotions and relationships and acquire attributes and abilities
that will be important for enjoying the adolescent years and assuming adult roles.

✓ Age – is a convenient way to define adolescence, but it is only one characteristic that delineates this period of
development.

Challenges of Adolescence

Biological Challenges
✓ Changes that OCCUR DUE TO THE RELEASE OF SEXUAL HORMONES THAT AFFECT EMOTIONS.
✓ Mood changes can increase, which can impact on relationships both at home with parents and siblings and
socially or at school.

❖ Adolescence begins with the first well-defined maturation event called puberty.

Cognitive Challenges
✓ Piaget, in his Theory of Social Development believed that adolescence is the time when YOUNG PEOPLE
DEVELOP COGNITIVELY FROM “CONCRETE OPERATIONS” TO “FORMAL OPERATIONS” so they are able to deal
with ideas, concepts and abstract theories.
✓ It takes time for confidence to build with using these newly acquired skills and they may make mistakes in
judgement.
✓ Learning through success and failure is part of the challenge of the learning process for the adolescent.
❖ Egocentric – is a concept that originated within Piaget’s theory of childhood development.

❖ Egocentrism – refers to someone’s inability to understand that another person’s view or opinion may be different than
their own. It represents a cognitive bias, in that someone would assume that others share the same perspective ass they
do, unable to imagine that other people would have a perception of their own.

❖ Adolescents are egocentric becoming self-conscious; thinking they are being watched by others and at other times want to
behave as if they were on a Centre stage and perform for a non-existent audience.

• For example: Acting like a music idol, singing their favorite songs in their room with all the accompanying dance steps
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Piaget’s Stages of Cognitive Development

The Sensorimotor Stage
(Age: Birth to 2 years)

Major Characteristics and Developmental Changes:

The infant knows the world through their movements and sensations.
Children learn about the world through basic actions such as sucking, grasping, looking and listening.

Infants learn that things continue to exist even though they cannot be seen (object permanence/object
constancy)
They are separate beings from the people and objects around them.
They realize that their actions can cause things to happen in the world around them.
✓ Piaget believed that developing object permanence or object constancy, the understanding that objects continue to exist
even when they cannot be seen, was an important element at this point of development.
The Preoperational Stage
(Age: 2 to 7 years)
Major Characteristics and Developmental Changes:
✓ Children begin to think symbolically and learn to use words and pictures to represent objects.
✓ Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
✓ While they are getting better with language and thinking, they still tend to think about things in very concrete terms.
❖ Children become much more skilled at pretend play during this stage of development, yet continue to think very
concretely about the world around them.

The Concrete Operational Stage

(Age: 7 to 11 years)

Major Characteristics and Developmental Changes:

✓ During this stage, children begin to thinking logically about concrete events.
✓ They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in
a tall, skinny glass for example.
✓ Their thinking becomes more logical and organized, but still very concrete.
✓ Children begin using inductive logic or reasoning from specific information to a general principle.
❖ While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids at this
point in development tend to struggle with abstract and hypothetical concepts.

The Formal Operational Stage

(Age: 12 and up)
Major Characteristics and Developmental Changes:
At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems.
Abstract thought emerges. Teens begin to think more about moral, philosophical, ethical, social and political issues that
require theoretical and abstract reasoning.Begin to use deductive logic or reasoning from a general principle to specific
information.
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✓ The ability to thinking about abstract ideas and situations is the key hallmark of the formal operational stage of
cognitive development. The ability to systematically plan for the future and reason about hypothetical situations are
also critical abilities that emerge during this stage.
Psychological Challenges
❖ The psychological challenges that the adolescent must cope with are moving from childhood to adulthood.
❖ A new person is emerging, where rules will change, maybe more responsibilities will be placed on him/her so that a
certain standard of behavior is now required to be maintained.
❖ Accountability is becoming an expectation form both a parental and legal concept.

Health Issues of Adolescence

Eating Disorder
✓ A SERIOUS MENTAL ILLNESS, CHARACTERIZED BY EATING, EXERCISE AND BODY WEIGHT OR
SHAPE BECOMING AN UNHEALTHY PREOCCUPATION OF SOMEONE’S LIFE.
✓ Eating disorders are not a lifestyle choice, a diet gone wrong or cry for attention.
✓ It can take many different forms and interfere with a person’s day to day life.
✓ It is commonly defined as an all-consuming desire to be thin and/or and intense fear of weight gain.

Types of Eating Disorder

Anorexia Nervosa
✓ Is a POTENTIALLY LIFE-THREATENING EATING DISORDER THAT IS CHARACTERIZED BY SELF-
STARVATION AND EXCESSIVE WEIGHT LOSS.
✓ The disorder is diagnosed when a person weighs at least 15% less than their normal/ideal body weight.
✓ The term anorexia literally means "loss of appetite” however, this definition is misleading as people with anorexia
nervosa are often hungry but refuse food anyway.
✓ Teenagers with anorexia may take extreme measures to avoid eating and control the quantity and quality of the foods
they do eat.
✓ They may become abnormally thin or thin for their body and still talk about feeling fat.
✓ They typically continue to diet even at very unhealthy weights because they have a distorted image of their body.
✓ Teenagers with anorexia often restrict not only food but relationships, social activities and pleasurable
experiences.
Signs of Anorexia Nervosa
✓ A distorted view of one’s body weight, size or shape; sees self as too fat, even when very underweight
✓ Hiding or discarding food
✓ Obsessively counting calories and/or grams of fat in the diet
✓ Denial of feelings of hunger
✓ Developing rituals around preparing food and eating
✓ Compulsive or excessive exercise
✓ Social withdrawal
✓ Pronounced emotional changes, such as irritability, depression and anxiety

Physical Signs and Effects of Anorexia Nervos

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Bulimia Nervosa

✓ A PSYCHOLOGICAL EATING DISORDER IN WHICH YOU HAVE EPISODES OF BINGE EATING (consuming a
large quantity of food in one sitting).
✓ During these binges, you have no sense of control over your eating.
✓ It tends to start in late childhood or early adulthood.
✓ Teenagers with bulimia nervosa typically “binge and purge” by engaging in uncontrollable episodes of overeating
(bingeing) usually followed by compensatory behavior such as: purging through vomiting, use of laxatives, enemas,
fasting or excessive exercise.
✓ Eating binges may occur as often as several times a day but are most in the evening and night hours.
✓ Teenagers with bulimia often go unnoticed due to the ability to maintain a normal body weight.

Signs of Bulimia Nervosa

✓ Eating unusually large amounts of food with no apparent change in weight
✓ Hiding food or discarded food containers and wrappers
✓ Excessive exercise or fasting
✓ Peculiar eating habits or rituals
✓ Frequent tips to the bathroom after meals
✓ Inappropriate use of laxatives, diuretics or other cathartics
✓ Overachieving and impulsive behaviors

✓ Frequently clogged showers or toilets

Physical Signs and Effects of Bulimia Nervosa

Mental Health Disorder

Anxiety Disorder
✓ A group of MENTAL DISORDERS CHARACTERIZED BY SIGNIFICANT FEELINGS OF ANXIETY AND FEAR.
✓ Anxiety is a worry about future events and Fear is a reaction to current events.
✓ These feelings may cause physical symptoms, such as a fast heart rate and shakiness.
✓ Occasional anxiety is an expected part of life, you might feel anxious when faced with a problem at work,
before taking an exam or before making an important decision, but anxiety disorders involve more than
temporary worry or fear.
✓ For a person with an anxiety disorder, the anxiety does not go away and can get worse over time.

❖ Generalized Anxiety Disorder

✓ People with Generalized Anxiety Disorder (GAD) display feel excessive, unrealistic worry and tension with little or no
reason, most days for at least 6 months, about number of things such as personal health, work, social interactions and
everyday routine life circumstances.
Generalized Anxiety Disorder Symptoms
Feeling restless, wound up or on-edge
Being easily fatigued
Having difficulty concentrating; mind going blank
Being irritable
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Having muscle tension
Difficulty controlling feelings of worry
Having sleep problems, such us difficulty falling or staying asleep, restlessness or unsatisfying sleep
✓ Panic Disorder
✓ People with Panic Disorder have recurrent unexpected panic attacks.
✓ Panic Attacks are sudden periods of intense fear that come on quickly and reach their peak within minutes, attacks can occur
unexpectedly or can be brought on by trigger, such as a feared object or situation.
During a panic attack, people may experience:
 Heart palpitations (unusually strong or irregular heartbeats), a pounding heartbeat or an accelerated heart rate.
 Sweating
 Trembling or shaking
 Sensations of shortness of breath, smothering or choking
 Feelings of impending doom
 Feelings of being out of control
✓ Agoraphobia

✓ A type of ANXIETY DISORDER IN WHICH YOU FEAR AND AVOID PLACES OR SITUATIONS THAT MIGHT CAUSE
YOU TO PANIC AND MAKE YOU FEEL TRAPPED, HELPLESS OR EMBARRASSED.
People with Agoraphobia have an intense fear of two or more of the following situations:
• Using public transportation
• Being in open spaces
• Being in enclosed spaces
• Standing in line or being in a crowd
• Being outside of the home alone
Mood Disorder

✓ The DEVELOPMENT OF EMOTIONAL OR BEHAVIORAL SYMPTOMS IN RESPONSE TO AN

IDENTIFIABLE STRESSOR that occur within 3 months of the onset of the stressors in which low mood,
tearfulness or feelings of hopelessness are predominant.
Major Depressive Disorder (MDD)
✓ A period of at least 2 weeks during which there is either DEPRESSED MOOD OR THE LOSS OF INTEREST OR
PLEASURE IN NEARLY ALL ACTIVITIES.
✓ In children and adolescents, the mood may be irritable rather than sad.
Bipolar Disorder

✓ A period of ABNORMALLY AND PERSISTENTLY ELEVATED, EXPANSIVE OR IRRITABLE MOOD AND

ABNORMALLY AND PERSISTENCY INCREASED ACTIVITY OR ENERGY, lasting at least 4 consecutive days and
present most of the day, nearly day or that requires hospitalization.
Attention Deficit Hyperactivity Disorder (ADHD)
✓ A BRAIN DISORDER THAT AFFECTS HOW YOU PAY ATTENTION, SIT STILL, AND CONTROL YOUR
BEHAVIOR
✓ Most commonly diagnosed mental disorder in children. Boys are more likely to have it than girls.
✓ Six times as many boys as girls are affected.
✓ The main consequences of ADHD are poor academic performance and behavioral problems, although adolescents with ADHD are at
substantially higher risk of serious accidents, depression and other psychological problems.

Possible Signs of ADHD

School Phobia
✓ Also called SCHOOL REFUSAL, is defined as A PERSISTENT AND IRRATIONAL FEAR OF GOING TO
SCHOOL.
✓ It must be distinguished from a mere dislike of school that is related to issues such as a new teacher, a
difficult examination, the class bully, lack of confidence or having to undress for a gym class.
✓ The phobic adolescent shows an irrational fear of school and may show marked anxiety symptoms when in or near
the school.
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Learning Disabilities

✓ Are DUE TO GENETIC AND/OR NEUROBIOLOGICAL FACTORS THAT ALTER BRAIN FUNCTIONING IN A
MANNER WHICH AFFECTS ONE OR MORE COGNITIVE PROCESSES RELATED TO LEARNING.
✓ These processing problems can interfere with learning basic skills such as reading, writing and/or mathematics.
✓ They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short-
term memory and attention.

Types of Learning Disabilities

Dyscalculia
✓ A specific learning disability that AFFECTS A PERSON’S ABILITY TO UNDERSTAND NUMBERS AND LEARN
MATH FACTS.

Dysgraphia

✓ A specific learning disability that AFFECTS A PERSON’S HANDWRITING ABILITY AND FINE MOTOR
SKILLS.

Dyslexia
✓ A specific learning disability that AFFECTS READING AND LANGUAGE-BASED PROCESSING SKILLS.

Non-Verbal Learning Disabilities

✓ HAS TROUBLE INTERPRETING NONVERBAL CUES LIKE FACIAL EXPRESSIONS OR BODY LANGUAGE AND
MAY HAVE POOR COORDINATION.
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Oral/Written Language Disorder and Specific Reading Comprehension Deficit

✓ Learning disabilities that AFFECT AN INDIVIDUAL’S UNDERSTANDING OF WHAT THEY READ OR OF
SPOKEN LANGUAGE.
✓ The ability to express one’s self with oral language may also be impacted.

Social Issues

Sexual Abuse

✓ A SEXUAL BEHAVIOR OR SEXUAL ACT FORCED UPON A WOMAN, MAN OR CHILD WITHOUT THEIR
CONSENT.
✓ It includes abuse of a woman, man or child by a man, woman or child.
✓ Violence against children and adolescents is defined as a situation in which children or adolescents are used for the
sexual pleasure of an adult or older adolescent, (legally responsible for them or who has some family relationship,
either current or previous), which ranges from petting, fondling of genitalia, breasts or anus, sexual exploitation,
voyeurism, pornography, exhibitionism, to the sexual intercourse itself with or without penetration.
✓ Sexual abuse in childhood may result in problems of depression and low self-esteem as well as in sexual difficulties, either
avoidance of sexual contact or on the other hand, promiscuity or prostitution.
✓ Sexual abuse of children is regarded by the World Health Organization (WHO) as one of the major public health
problems.

Signs of Sexual Abuse in Children 0-11 years

Changes in Emotions
If your child or the child you’re caring for has been sexually abused, you might notice that your child:
• Quieter or more distant than usual
• Cries for no obvious reason
• Starts to wet the bed or soil their pants
• Asks questions like ‘Do people have to keep secrets?’
• Aggressive or seems angry for no obvious reason
• Says their head or tummy hurts and there doesn’t seem to be a physical cause
• Starts having nightmares
• Clingy
Changes in Behavior
You might notice that your child:
• Not interested in playing, or is avoiding particular places or people
• Showing problematic sexual behavior
• Having problems sleeping
• Doing less well at school
Physical Signs
You might notice that your child has:
• Swelling or redness in the genital area
• Pain when going to the toilet
• Difficulty walking or sitting
• Bruises on soft parts of their body, like buttocks or thighs
• Symptoms of a urinary tract infection, like burning while going to the toilet
• Symptoms of a sexually transmitted infection, like discharge from the penis or vagina
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Signs of Sexual Abuse in Teenagers

Changes in Emotions

If your teenage child or the teenage child you’re caring for has been sexually abused, you might notice that your child:

• Aggressive or seems angry for no apparent reason

• Has headaches or stomach aches for which there doesn’t seem to be a physical cause
• Becomes angry or upset when a particular person or place is mentioned
• Has trouble developing or maintaining relationships
• Cries for no obvious reason
• Has nightmares
• Has low self-esteem
• Confused about their sexual identity

Changes in Behavior
You might notice that your child:
• Dressing differently
• Has clothing, shoes, bags, jewelry or electronics from an unknown source
• Showing problematic sexual behavior, including getting involved in risky sexual behavior
• Starts to have problems with alcohol or other drugs
• Driving erratically
• Cutting themselves or self-harming in other ways
• Spends a lot of time online and is secretive about online communications
• Eating more or less
• Has problems sleeping

Changes in School and Social Life

You might notice that your child:
• Spending more time on their own than usual
• Has changed friendship groups
• Avoiding particular people or places, like a friend’s house or a sports group
• Avoiding activities or events that they previously enjoyed, or asks questions like ‘Do I have to go to music
today?’
• Doing less well at schoo
Physical Signs
You might notice your child has:
• Swelling or redness in the genital area
• Pain when going to the toilet
• Difficulty walking or sitting
• Bruises on soft parts of their body, like buttocks or thighs
• Symptoms of a urinary tract infection, like burning while going to the toilet
• Symptoms of a sexually transmitted infection, like discharge from the penis or vagina
• Missed a period
Substance Abuse
✓ Also known as DRUG ABUSE, refers to the USE OF CERTAIN CHEMICALS FOR THE PURPOSE OF
CREATING PLEASURABLE EFFECTS ON THE BRAIN.

Causes of Drug Use

Drugs of abuse are usually psychoactive drugs thar are used by people for various different reasons which may
include:
• Curiosity and peer pressure, especially among school children and young adults
• The use of prescription drugs that were originally intended to target pain relief may have turned into
recreational use and become addictive
• Chemicals may be used as part of religious practices or rituals
• Recreational purposes
• As a means of obtaining creative inspiration
Drug Categories
Drugs of abuse fall into three (3) groups and these include:
• Depressants: These CAUSE DEPRESSION OF THE BRAIN'S FACULTIES and examples include sleeping pills
(barbiturates) and heroin.
• Stimulants: These CAUSE STIMULATION OF THE BRAIN, GIVING RISE TO ALERTNESS AND INCREASED
BURSTS OF ACTIVITY. A rapid heart rate, dilated pupils, raised blood pressure, nausea or vomiting and behavioral
changes such as agitation, and impaired judgment may also result. In severe cases, there may be delusional psychosis
which can occur with the use of cocaine and amphetamines.
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• Hallucinogens: These CAUSE HALLUCINATIONS AND AN "OUT OF THIS WORLD" FEELING OF

DISSOCIATION FROM ONESELF. Hallucinogens may cause distorted sensory perception, delusion, paranoia and
even depression. Examples include ecstasy, mescaline and LSD.
❖ Examples of drugs are:
• Alcohol
• Tobacco
• Cocaine from coca
• Opium and opioids from poppy plants
• Hashish or marijuana from cannabis
• Synthetic drugs such as heroin, ecstasy and LSD

Protective Factors

✓ Are PERSONAL AND ENVIRONMENTAL FACTORS THAT DECREASE THE LIKELIHOOD THAT A
PERSON MAY EXPERIENCE A PARTICULAR PROBLEM
✓ Act as buffer against risk factors and are frequently the inverse of risk factors.
❖ Personal Risk Factors
• Poor school grades
• School dropout
• Poor parent communication
• Low self-esteem
• Strong negative peer influences
• Lack of perceived life options
• Low religiosity
• Lack of belief about risk
• Involvement in other high-risk behaviors
❖ Environmental Risk Factors
• Lack of parental support
• Parental practice of high-risk behaviors
• Lack of resources in the home
• Living in an urban area
• Poor school quality
• Availability of substances
• Community norms favorable to substance use
• Extreme economic deprivation
• Family conflict

Influence of Mass Media

✓ Adolescents spend significant amount of time in viewing and interacting with electronic devices in the form of TV,
radio, cellphone and computers.
✓ Mass media activate and reinforce attitude and contribute significantly in the formation of new attitudes and will
continue to affect children’s cognitive and social development

Impact of Social Media

✓ Social media is a constant part of our lives; we are bombarded by alerts from Facebook, Twitter, Snapchat and
Instagram from the time we wake up to the time we go to sleep.
✓ This constant noise is associated with negative mental health outcomes in younger generations who have grown up with
the chatter.

General Effects of Technology on Adolescence

• Poor eating habits
• Increased obesity
• Depression
• Loneliness
• Anxiety
• Aggression
• Attention problems in school; low attention span
• Lack of empathy
• Poor sleep
• Poor academic performance
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• Social phobia
• Increased instances of cyberbullying
• Increased instances of substance abuse
• Growth issues
• Unable to control impulse to use the internet/technology
• Feelings of happiness when using internet or thinking about using the internet
Preventive Measures
• Set strict limit for phone use at home.
• Restrict the use of video games, television and other gadgets.
• Ask your teens to use only family computer for all their online activities at home.
• Supervise the time your teens spend on the internet.
• Spend time with your child to understand the source of his addiction. It is important for parents to know what makes
their children find solace on the internet.
• Talk to your teen’s teachers to understand problems at school, if any.
• Create positive environment at home. Your teen could be spending excessive time on the internet to escape the
problems at home. This excessive time spend on technology can easily turn into an addiction.
• Enforce No Internet Time at home or consequences for breaking rules about using technology at home.
Developmental Tasks

✓ A TASK WHICH ARISES AT OR ABOUT A CERTAIN PERIOD OF LIFE OF THE INDIVIDUAL , successful
achievement of which leads to his happiness and to success with later tasks, while failure leads to unhappiness in the
individual, disapproval by the society and difficulty with later tasks.

❖ 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.
Why Identity is Important?
✓ Our personal identity gives each of us an integrated and cohesive sense of self that endures through our lives.
✓ Our sense of personal identity is shaped by our experiences and interactions with others and it is the identity that
helps guide our actions, beliefs and behaviors as we age.

Lesson 6: Significant People in Life

Influential People in My Life

Parents
✓ Parents are the FIRST PEOPLE WHO INTRODUCE YOU TO LIFE.
✓ They provide shelter, protection and sense of security no matter what happens.
✓ The concept of home is formed coupled with love and much sacrifices that either your mother or father is willing
to give.
✓ When you want to hear honest opinion about the things you need to improve, they would never hesitate to tell
exactly what needs to be done.
✓ They play the largest role in a person’s mental, emotional, physical and social development.
✓ They teach you the first valuable lessons in life that became an integral part of your personality as you continue to
discover the world.
✓ They get involved with your education and happy to see you achieved and discover potentials.
✓ Parent’s advices are far more important than any other people’s advices in terms of making sound decisions in life.

Siblings
✓ Siblings are FRIENDS (BROTHERS OR SISTERS) WITHIN A FAMILY.
✓ They extend valuable help whenever you are in need of assistance.
✓ They teach you the concept of socialization, mutual understanding and respect.
✓ Like friendship, your relationship with your sister or brother requires communication and acceptance.
✓ As you grow older you realize their significant part in your life and continue to establish close ties among them.
✓ Although disagreements are normal part among siblings, it is important to understand that all of you have sets of
differences.
✓ Sibling’s bond is nothing compared with any other bonds in the world if its foundation is anchored with much love
and appreciation.
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Friends
✓ Friends are LIKE EXTENDED SIBLINGS WHO CAME FROM DIFFERENT FAMILIES.
✓ They give us a sense of belongingness for an individual would always want to be part of something.
✓ Friends also teach us the value of love, respect, understanding and acceptance.
✓ They help us improve in our social connection, emotional stability and inspires our intellectual capacity.
✓ True friends’ support only what is good and reject what is not. They refuse to tolerate unacceptable behavior and
seek to correct your shortcomings.
✓ Friends bring out the best in a person and they share mutual interest, hobbies and aspirations.

Teachers
✓ Teachers are the SECOND PARENTS IN SCHOOL.
✓ They help you improve your intellectual and emotional capacity to handle difficult situations in life.
✓ They guide you to understand the valuable lessons about life that would last for a lifetime.
✓ Their influence does not fade because they provide exceptional impact towards self-realization and self-
discovery.
✓ Teachers walk along the progress of the learners; that makes it more memorable and enduring for life.
✓ Good teachers inspire learners to do better in making decisions.
✓ Being the role model in class, they set example to learners who need much guidance in school.

Community Leaders
✓ Community leaders PROVIDE NETWORK CONNECTIONS AND LINKAGES AMONG OTHER PARTS OF THE
COMMUNITY.
✓ They inspire adolescents to get involved with community services through outreach programs, social activities and
volunteer works.
✓ They model innovation to help improve the community whom they serve.
✓ Effective leaders set inspiration to others by setting a good example by following the policies that they try to
implement.
✓ Using their charisma, they tend to persuade others to follow them; thus, they can generate many programs to
address the needs of the people.
✓ Adolescents like you can learn form their accomplishments and may get inspired to become servant-leaders in the
future.

Lesson 6.1: Evaluating One’s Development through the

Help of Others
Significant People in Life are also Agents of Socialization

❖ Socialization – ACQUIRING CULTURE, FORMING YOUR PERSONALITY AND PERSONAL

IDENTITY THROUGH NURTURE.
Agents of Socialization

✓ PERSONS, GROUPS OR INSTITUTIONS THAT TEACH US WHAT WE NEED TO KNOW IN ORDER TO

PARTICIPATE IN SOCIETY.
✓ Through the process of socialization, adolescents are exposed to many learning opportunities, as they learn, they would
notice additional skills and build-up of characters under the influence of people whom they look up to. This process also
allows an individual on how to interact with different people having varied cultural orientation.
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Family
✓ The MOST IMPORTANT AGENT OF SOCIALIZATION, has given you the knowledge of self-care.
✓ Parents teach the value of relationship. This is significant because you would develop multiple relationships as you
explore further the world.
✓ They give you their system of belief, traditions, culture and values that you can use for discernment during
difficult decision making.
✓ With the help of your siblings, the early concept of cooperation is fostered . Friendship at this point is also
established and can be nurtured even as you age.

Peers

✓ PEOPLE LINKED BY COMMON INTERESTS, EQUAL SOCIAL POSITION AND SIMILAR AGE; have a great
deal of power over members.
✓ The only agent of socialization not dominated by adults.
✓ Children experiment with the new ways of thinking, feeling and behaving.
✓ Independence and self-sufficiency are promoted.
✓ Interaction with different types of people (social flexibility).
✓ Influence of peer groups (peer pressure).

Teachers

✓ Teachers are also SPECIAL AGENTS WE SEE IN SCHOOL, a place where many exiting memories are forged
through time, as we collaborate with peers.
✓ They mold us in so many ways.
✓ Their role is not only to teach us the concept of socialization but gave us opportunities to discover much more about
socializing.
✓ School is the appropriate place to formally learn academic skills like comprehension, analytical thinking, logical
reasoning, subject knowledge transfer and creative visualization.
✓ Teachers gave so much inspirations to love learning at all cost.

Community Leaders
✓ Community leaders need to DEVELOP SELFLESS FUTURE LEADERS, as well.
✓ They are extending so much help in addressing the needs of adolescents particularly in community involvement and
civic responsibility.
✓ Youth leadership opportunities are also provided as means to develop a spirit of volunteerism.
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Types of Socialization

• Positive Socialization – LEARNING BASED PLEASURABLE SOCIAL EXPERIENCES

• Negative Socialization – LEARNING BASED ON PUNISHMENT, CRITICISM AND ANGER (“being taught a
lesson”)
• Primary socialization - This type of socialization hAPPENS WHEN A CHILD LEARNS THE VALUES,
NORMS AND BEHAVIORS THAT SHOULD BE DISPLAYED IN ORDER TO LIVE ACCORDINGLY TO A
SPECIFIC CULTURE.

❖ Example: A child hears his father talk bad words against an old lady. The child would think that this
behavior is socially acceptable, so he would start talking bad words against older people.

• Secondary socialization - This type of socialization OCCURS WHEN A PERSON LEARNS AN

APPROPRIATE BEHAVIOR TO BE DISPLAYED WITHIN A SMALLER GROUP WHICH IS STILL PART OF A

LARGER SOCIETY. The changes within the values, attitudes and beliefs of an individual are seen to be less important
than the changes made in him as he participates in the larger society.

❖ Example: A high school graduate chooses a career in Business Management after participating in a small group
career seminar led by college business majors.
• Developmental socialization -This type of socialization INVOLVES A LEARNING PROCESS WHEREIN THE
FOCUS IN ON DEVELOPING OUR SOCIAL SKILLS.

❖ Example: A shy senior high school student starts to teach English to new freshmen students in order to develop
verbal communication.
• Anticipatory socialization - This type of socialization refers to the PROCESS WHEREIN A PERSON
PRACTICES OR REHEARSES FOR FUTURE SOCIAL RELATIONSHIPS.

❖ Example: A child anticipates parenthood as he observes his parents perform their daily roles.

• Resocialization - This type of socialization INVOLVES REJECTING PREVIOUS BEHAVIOR PATTERNS

AND ACCEPTING NEW ONES SO THE INDIVIDUAL CAN SHIFT FROM ONE PART OF HIS LIFE TO
ANOTHER. Resocialization is said to be happening throughout human life cycle.

Lesson 7: Self-Development – Identify Ways that Help One Become Capable and
Responsible Adolescent Prepared for Adult Life
Week 4

Responsibility
✓ 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 CIRCUMSTANCES THAT MAY ARRIVE IN THE FUTURE.
✓ It is part of growing up, meaning to say, no one can do away with having sets of responsibility.
Why be Capable and Responsible Adolescent?
❖ Being capable and responsible adolescent means having a harmonious way of living.
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❖ Becoming responsible person performing his/her own sets of duties and accountabilities is not as simple as one two
three but as soon as it manifests in one’s personality it has a greater impact to the community.
❖ People who are known for his/her sense of responsibility also gain positive feedback from his/her colleagues, peers
and/or environment and it can create a domino effect.
❖ Individuals who are being emulated by the whole community eventually serve as the key for the good
transformation of the society.

Common Responsibilities of Adolescents

SHOW YOUR RESPECT TO ELDERS

❖ Paying respect to elders would be on of the most valuable things an adolescent can do in this critical stage that kids
are trying to develop good manners.

TAKE CARE OF THE YOUNGER ONES

✓ Giving a hand to your parents as you take their part in babysitting kids in the family is a means of showing
respect to them and a training ground for you to become a loving and caring parent in the future.

STUDY WELL
❖ Studying hard is not your obligation to your family rather it is your personal responsibility.
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AVOID ENGAGING TO BAD VICES

❖ Along with performing your other personal duties you must also distance yourself from bad vices and practices.

ESTABLISH A GOOD IDENTITY

✓ Living with good identity will help you see all your potentials and love yourself more.

EARN THE TRUST OF THE PEOPLE AROUND

❖ Gaining the trust of the people that surrounds you is fulfilling result of creating your own identity. Being
reliable becomes your dominant identity and out of this you obtain trust from the people around.

DISTINGUISH GOOD COMPANY FROM BAD INFLUENCE

✓ Living a happy life is everybody’s dream. For you to achieve this kind of life as adolescent it is vital for you to learn
to distinguish good company from the bad on
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KNOW YOURSELF BETTER

✓ One of the greatest responsibilities of an adolescent like you is to become completely familiar with yourself.
Knowing yourself is being able to identify your strongest characteristics traits and personality.

How to Become Capable and Responsible Person in Preparation for Adult Life

KNOW YOUR PRIORITY

✓ Putting the most important things at the top of your priority is the best strategy for you to have a good sense of
direction.

HAVE FOCUS

✓ Prioritizing things out leads you to set your eyes to the most important things. Having focused on one thing
delivers you from being efficient in your task/s applying effective strategies.

BE DECISIVE

✓ Being responsible is equal to being decisive. Decision making is one of the life skills that teenagers must have. Our
life depends on how well we decide on things.
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WORK DILIGENTLY

❖ Diligently working entails joyful atmosphere and graceful aura. A lively spirit would always keep you blessed with ton of
energy and enthusiasm to work hard without complaining.

DON’T COUNT AT ALL

✓ A real hard-working person does not count his/her duties instead he/she works with the goal of finishing all the tasks.

STAY HUMBLE
✓ Having not to count what you have successfully accomplished will help you keep your feet on the ground. A
responsible person needs not to boast every now and then.

✓ In some other circumstances, humility may also mean being able to accept your mistakes and be apologetic.

LOVE YOUR DUTY

✓ It is your love towards your work that will drive you to the road of becoming capable and responsible individual.
✓ Loving your duty keeps your day bright and will help you feel bored not tired even with the tasks commonly hated
by others.

DEDICATE TIME
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✓ Loving your duty is not complete without dedicating your time. Being responsible individual also requires you to dedicate
enough amount of time. It is when you dedicate your time that all your effort will be materialized.

Lesson 8: Stress and Mental Health

“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.
• A condition in which A STRONG EMOTIONAL RESPONSE OVERWHELMS A PERSON ABILITY TO MEET THE
DEMANDS OF SITUATION.
th st
• Stress can be positive (the excitement of preparing for your 18 or 21 birthday) or negative (dealing with a loss of
a family member).
• It was used to describe a variety of unpleasant feelings such as overtime we feel angry, conflicted,
overwhelmed, frustrated or fatigued.
Stressor
A DEMANDING OR THREATENING EVENT.
EVENTS OR CONDITIONS IN YOUR SURROUNDINGS THAT MAY TRIGGER STRESS RESPONSE.
Your body responds to stressors differently depending on whether the stressors is new or short term (acute stress) or
whether the stressor has been around for a longer time (chronic stress).

✓ Acute Stress – also known as the fight-or-flight response. It is your body’s immediate reaction to a perceived threat,
challenge or scare.
✓ Chronic Stress – stress resulting from repeated exposure to situations that lead to the release of stress hormones. It is more
subtle than acute stress, but the effects may be long lasting and more problematic.

Stress as Stimulus, Response and Relational

Stress as Stimulus
FOCUS ON THE SITUATIONS THAT CAUSE STRESS.

✓ For example: A studious student who has studied very well in all subject for the first quarter would likely
experience less stress during examination than would a less responsible, unprepared student.

Stress as Response

FOCUSES ON THE PHYSIOLOGICAL CHANGES THAT OCCUR WHEN SOMEONE ENCOUNTERS AN

EXCESSIVELY CHALLENGING SITUATION.
✓ For example: (Accelerated heart rate) Receiving unexpected good news or an unexpected academic award.

Stress as Relational

STRESS AS PARTICULAR RELATIONSHIP BETWEEN THE PEOPLE AND THE SITUATIONS IN WHICH THEY
FIND THEMSELVES
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Two (2) Kinds of Appraisal

Primary Appraisal
A COGNITIVE EVALUATION OF A POTENTIALLY STRESSFUL EVENT TO DETERMINE WHETHER ITS EFFECT
IS POSITIVE, NEUTRAL OR NEGATIVE (negative can be further appraised into harm, threat or challenge).

✓ HARM – what damage has already done

✓ THREAT – what damage can possibly be done
✓ CHALLENGE – potential to overcome/profit from the event
Secondary Appraisal

✓ A COGNITIVE EVALUATION OF AVAILABLE RESOURCES AND OPTIONS PRIOR TO DECIDING HOW TO

DEAL WITH A STRESSOR

Mental Health

✓ A CONDITION OF BEING SOUND MENTALLY AND EMOTIONALLY THAT IS CHARACTERIZED BY THE

ABSENCE OF MENTAL ILLNESS AND ADEQUATE ADJUSTMENT ESPECIALLY AS REFLECTED IN
FEELING COMFORTABLE ABOUT ONESELF.
✓ A state of well-being in which an individual realizes his/her own abilities, can cope with the normal stresses of life,
can work productively and is able to make a contribution to his/her community .

Mental Health Indicators

Emotional Well-Being
✓ Life satisfaction
✓ Happiness
✓ Cheerfulness
✓ Peacefulness

Psychological Well-Being
✓ Self-acceptance
✓ Openness to new experiences
✓ Optimism
✓ Hopefulness
✓ Purpose in life
✓ Control of one’s environmen
✓ Spirituality
✓ Self-direction
✓ Positive relationship

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

Week 5 Lesson 9: Identify Causes and Effects of Stress in One’s Life

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Stress
✓ A SIMPLE REACTION TO AN INPUT THAT DISTURBS OUR PHYSICAL AND MENTAL BALANCE.
✓ It is ever present in everyone’s life in various situations and activities.
Causes of Stress of the Students
❖ Peers
❖ Examinations
❖ Making portfolios
❖ Returning to study
❖ Poor time management
❖ Bullying
❖ Overcrowding
❖ Noise
❖ Meeting the deadlines
❖ Difficulty in organizing work
❖ Various tasks from each subject
❖ Leaving assignment to the last minute
❖ Adjusting to life as senior high school students
❖ Parents or problems at home
❖ Balancing between family and school
❖ Difficulties with personal relationships (e.g., infatuation, crushes)
Signs that a Teen or Adolescent is suffering from Stress
❖ Increased complaints of headache, stomach-ache and muscle pain
❖ Crying most of the time
❖ Withdrawing from people and activities
❖ Increased anger or irritability
❖ Feelings of hopeless
❖ Chronic anxiety and nervousness
Changes in sleeping and eating habits
❖ Lack of concentration
❖ Experimentation with drugs or alcohol
❖ Hangouts with friends

EUSTRESS VS DISTRESS

Good Stress (Eustress)

✓ A RELATIVELY NEW CONCEPT THAT DESCRIBES A TYPE OF STRESS THAT IS POSITIVE, HELPFUL AND
MOTIVATING.
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❖ Eustress motivates people to work hard, improve their performance and reach their goals, even in the face of
challenges.
Examples of Good Stress:
❖ Being promoted in the job
❖ Having your first date
❖ Becomes number one in your class or competitions
❖ Receiving good commendations from family, friends and relatives
❖ Acquiring and possessing new gadgets
❖ During holiday seasons
❖ Passing in your examinations
❖ Meeting your old closest friends
❖ Starting a new business
❖ Additional allowance
❖ Having outdoor activities together with your classmates
❖ Jamming/bonding

Effects of Positive Stress

✓ Motivate individual to pursue his/her goal
✓ Create positive effect in every human endeavor
✓ Boost someone’s morale
✓ Benefit good health/create good immune system
✓ Increases performance
✓ Become more responsible
✓ Handle things lightly
✓ Enhance memory
✓ Drive to surpass previous achievement
✓ Improve decisions
✓ Help someone to grow more with pleasant attitude
✓ Has a positive view for the future

Bad Stress (Distress)

❖ Describes the NEGATIVE KIND OF STRESS THAT MOST PEOPLE ASSOCIATE WITH FEELING “STRESSED
OUT.”
❖ Distress tends to cause people to feel overwhelmed, anxious and to experience physical and psychological symptoms like
headaches, tension, insomnia, inattentiveness or irritability.

Examples of Bad Stress:

✓ Death of family members
✓ Losing a job
✓ Failed to submit task on time
✓ Hospitalization
✓ Illness/sickness
✓ Sleep problem
✓ Abused/neglected
✓ Bankruptcy/lack of finances
✓ Separation of parents
✓ Conflict with peers
✓ Physical appearance
✓ Being bullied
✓ Sexual abuse
✓ Traumatic experience
✓ Dropping out of school
✓ Lack of gadgets/poor gadgets
✓ Left behind from trend
✓ Emotional problems
✓ Unhappy home/ broken family
✓ Receive reprimand from authority

Effects of Negative Stress

✓ Depression
✓ Aggressive behavior
✓ Suicidal tendency
✓ Involvement in gambling
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✓ Taking alcohol and drugs
✓ Early marriage
✓ Peer pressure
✓ Develop fatigue
✓ Irritability
✓ Withdrawing from people
✓ Changes in sleeping and eating habit

SIGNS OF EUSTRESS AND DISTRESS

EUSTRESS SIGNS DISTRESS SIGNS

Provides productive energy Provides restless energy
Helps increase focus Decreases focus
Increases motivation Increases procrastination/avoidance
Often experience as excitement Often experience as fear/concern
Feels manageable Feels overwhelming
Improves performance Impairs performance
Associated with confidence Associated with insecurity
Expectation of a positive outcome Fear of negative outcome

Stress can be overcome through:

✓ Looking for someone to talk with like friends, family and relatives and share your problems with them.
✓ Think positive that you can handle your stress.
✓ Take time to relax by exercising and having work out.
✓ Do things that are important one at a time.
✓ Get proper sleep.
✓ Train your mind by thinking that all things will get well.
✓ Face your fears
✓ Work on your worst scenario and expect that something good will happen.
✓ Focus on what you can control and let go things that are incontrollable.
✓ Lower down your standard as long as it will not ruin your plans/ambitions.
✓ Have a break and engage in enjoyable activities.
✓ Identify your unique strengths and focus much of them.
✓ Remember that you are made for a reason and you are part of the intricate plan of your creator.
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Lesson 10: Coping with Stress

Coping

✓ Refers to MENTAL AND BEHAVIORAL EFFORTS THAT WE USED TO DEAL WITH PROBLEMS RELATING TO
STRESS, including its presumed cause and the unpleasant feelings and emotions it produces.
✓ In coping with stress, we are using all aspects of our self o deal with both the causes of stress and their impacts on our
emotions that can make us feel uneasy or uncomfortable.

Why is Coping with Stress Important?

❖ Coping/managing stress is important because it will help you to keep moving amid the daily challenges you are facing.
❖ It will help you live a healthy mind and healthy being.

Approaches in Coping with Stress

Avoidance Approach
People tend to RUN AWAY FROM THE STRESS BY DENYING THE PRESENCE OF STRESS AND BY
DISTANCING FROM THE CAUSES OF STRESS OR STRESSOR.
People will tend to avoid the place, people, situation, feeling, etc., that would remind them of the stressful moment in their lives.

✓ Example: You want to avoid the person who has hurt you badly because it will remind you again of the past pain, he/she has
caused you.

Acceptance-Action Approach
✓ In this approach, you ACKNOWLEDGE AND ACCEPT THE FACT THAT STRESS IS REAL AND THAT STRESS HAS
GOOD AND BAD EFFECTS would lead you to take action to feel better or to resolve stress and have a healthy life.
✓ Acceptance-action will help to lessen the stress in your life by doing something before or even during the stressful times,
which can help you do better and live well.
✓ Adolescents are encouraged to think of helpful and effective ways to cope with the stress.
Ways on How to Cope with Stress to Maintain a Healthy Well-Being
PHYSICALLY
✓ Simple exercise
✓ Eat nutritious food and healthy foods
✓ Drink a lot of water
✓ Take a bath daily
✓ Proper hygiene
✓ Take a nap
✓ Sleep at least eight (8) hour
✓ Find, look or imagine a relaxing place
✓ Do sports

EMOTIONALLY/SOCIALLY
✓ Listen to music
✓ Do your favorite hobbies
✓ Watch funny videos
✓ Play relaxing games
✓ Make a journal/blog
✓ Release your emotions
✓ Have a positive talk to yourself
✓ Learn to forgive
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• Accept mistakes and learn from it
• Support group
• Talk to professionals like doctors/counselors if needed

MENTALLY/SPIRITUALLY
✓ Read books/novels/comics
✓ Think positive
✓ Manage your time-plan ahead of your activities
✓ Pray to God
✓ Be thankful
✓ Learn to say no if needed
✓ Know your worth/value

Things to be avoided when you are stressed:

✓ Tobacco/cigarette
✓ Alcoholic beverage
✓ Illegal drugs
✓ Too much coffee and soft drinks
✓ Negative thoughts

How to Minimize Stressful Situations?

✓ MANAGE YOUR TIME WISELY
✓ WORK WITH OTHERS
✓ BE POSITIVE
✓ TRUST GOD

Lesson 11: Brain: Parts, Processes and Functions

Week 6

Brain
✓ ONE OF THE MOST COMPLEX ORGANS IN THE HUMAN BODY, which is part of the central nervous system,
including the spinal cord

THREE (3) MAIN REGIONS OF BRAIN

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Forebrain
❖ Located in the UPPERMOST REGION OF THE BRAIN.
❖ It includes the cerebrum, thalamus, hypothalamus and limbic system.

Cerebrum
❖ LARGEST PART OF THE BRAIN COVERED BY THE CEREBRAL CORTEX
❖ REGULATES SENSES, MEMORY, EMOTIONS, INTELLECTUAL ACTIVITIES AND BODY MOVEMENT

Cerebral Cortex
✓ RESPONSIBLE FOR PROCESSING INFORMATION that is divided into two (2) hemispheres: Right Cerebral
Hemisphere and Left Cerebral Hemisphere

❖ Right Cerebral Hemisphere – controls the left side of the body

❖ Left Cerebral Hemisphere – controls the right side of the body

FOUR (4) CEREBRAL LOBES

Frontal Lobe

❖ Situated at the front part of the brain which CONTROLS MEMORY, EMOTION, STRESS RESPONSE, SPEECH,
DECISION MAKING AND PLANNING.

Parietal Lobe
✓ Situated near the back of the frontal lobe which REGULATES SENSORY PERCEPTION.
Temporal Lobe
❖ Located at the side of the head which REGULATES MEMORY, HEARING AND COMPREHENSION.
Occipital Lobe
✓ Situated at the back of the head which REGULATES SIGHT.
Thalamus
✓ Connected to the cerebral cortex that SENDS, RECEIVES AND ORGANIZE INFORMATION.
Hypothalamus
✓ Located below the thalamus and above the brainstem which links the nervous system with the endocrine system that
REGULATES DIGESTIVE PROCESS AND IS ALSO RESPONSIBLE FOR GROWTH AND DEVELOPMENT.
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Limbic System
✓ Composes parts of cerebral cortex and hypothalamus which REGULATES VARIOUS TYPES OF EMOTIONS THAT
AFFECT BLOOD TEMPERATURE AND BLOOD PRESSURE FACILITATED BY THE HYPOTHALAMUS.

Midbrain
✓ Located between the forebrain and hindbrain
✓ RESPONSIBLE OR MOTOR MOVEMENTS PARTICULARLY THE VISUAL AND AUDITORY PROCESSING
Hindbrain
❖ Situated at the back of the head which includes CEREBELLUM that RECEIVES INFORMATION FROM THE
SENSORY SYSTEM AND SPINAL CORD TO REGULATE BALANCE, POSTURES AND COORDINATE
MOVEMENT.
The Midbrain and Hindbrain form the brainstem.

Brainstem
✓ Located at the lower part of the brain which leads to spinal cord
✓ Connects the cerebrum and cerebellum to the spinal cord
✓ Composes nerve fibers that carry signals to and from all parts of the body
✓ Basically, its functions are FOR SAFETY AND SURVIVAL AS IT REGULATES BREATHING, CONSCIOUSNESS, HEART RATE, BODY
TEMPERATURE, BLOOD PRESSURE, DIGESTION AND WAKE AND SLEEP CYCLES.

Have something to do with your ability to think

Cerebrum and Cerebral Cortex (THOUGHTS)
Has something to do with your feelings
Limbic System (FEELINGS)
Has something to do with your behaving safely to
Brainstem survive
(BEHAVIOR)

Brain makes you think, feel and behave. Its complex interrelationship enables you to think critically, creatively and carefully
in various situations. Those experiences you gain develop certain reactions towards yourself and with others which determine
who you are as a person having the right and acceptable thought process, feeling and perception.

Lesson 12: Ways to Improve Brain Functions

WAYS TO IMPROVE YOUR BRAIN FUNCTION FOR PERSONAL DEVELOPMENT

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EXERCISE

✓ Benefits your brain health and cognition, improves your memory and even protects your brain from degeneration
✓ Aerobic exercise is particularly good for the brain
✓ Activities that keep your blood pumping is good for your heart and great for your brain

MEDITATE
✓ Taking 10-15 minutes of meditation a day could help to extend your cognitive longevity

SLEEP
✓ Enough sleep is required to consolidate memory learning
✓ If you do not get enough sleep, you will have a less healthy brain

FOOD INTAKE
• Eat a brain-boosting diet such as food rich in omega-3, antioxidants, amino acids and vitamin E.
• Eat more vegetables, limit calorie and saturated fat intake.
• Drink green tea and wine or grape juice in moderation.
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SUNLIGHT
✓ Sunlight and exercise can sometimes go hand in hand
✓ Getting too little sunlight is not good for your brain
✓ Higher levels of vitamin D in your system allow you to perform better and can even slow down the aging of your brain

GOOD RELATIONSHIP
✓ Make time for friends
✓ Building a strong support system around you will enable you to stay healthy mentally and psychologically over the long term .
This is called ultimate brain booster.

DO NOT SMOKE
✓ Smoking can cause brain disorder called dementia
✓ Those people who smoked more than two (2) packs of cigarettes a day had twice the rate of dementia when they were
older

BE CREATIVE
✓ When something is broken, find creative repair solutions using common objects
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CLASSICAL MUSIC
✓ Listening to calm music can improve to brain functions

DRINK COFFEE

✓ Drinking coffee in moderation increases your brain performance and speed and will even boost your intelligence,
including your reaction time and reasoning

HOW TO IMPROVE YOUR MENTAL FOCUS

ASSESSMENT
✓ Begin by assessing just how strong your mental focus is at the present moment before you start working

ELIMINATE DISTRACTIONS

✓ Request to be left alone and set aside a specific time and place, seek out a calm or quite place where you can work
undisturbed.
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LIMI FOCUS
✓ Part of improving your mental focus is all about making the most of the resources you have available
✓ Stop multitasking and instead give your full attention to one thing at a time

LIVE IN THE MOMENT

✓ It is hard to stay mentally focused when you are ruminating about the past, worrying about the future, or turned out of the
present moment for some other reason.
✓ It may take some time but work on learning to truly live in the moment.
✓ You cannot change the past and the future has not happened yet, but what you do today can help you avoid repeating past
mistakes and pave a path for a more successful future.

PRACTICE MINDFULNESS

✓ Practicing mindfulness can involve learning how to meditate, but is can also be as simple as trying a quick and easy deep
breathing exercise.

TAKE A SHORT BREAK

✓ Shift your attention to something unrelated to the task at hand, even if it is only for a few moments.
✓ These short moments might mean that you are able to keep your mental focus sharp and your performance high when you
really need it.

BUILD YOUR MENTAL FOCUS

✓ It is not something that will happen overnight, it requires plenty of time and practice to strengthen concentration skills
✓ By building your mental focus, you will find that you are able to accomplish more and concentrate on the things in life that
truly bring you success, joy and satisfaction
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BRAINSTORM
• A mind map is an easy way to brainstorm thoughts organically without worrying about order and structure
• It allows you to visually represent the structure your ideas to help with analysis and recall

Lesson 13: Developing a Plan to Enhance Brain Functions

Week 7

Personal Development Plan

✓ A framework that is required for senior high school students to work out with to track one’s self-improvement.
✓ Also known as a PDP, a DOCUMENTED PLAN THAT OUTLINES YOUR GOALS, WHAT STRENGTHS YOU ALREADY
HAVE IN THOSE AREAS, WHAT YOU NEED TO CHANGE TO ACHIEVE THOSE GOALS AND WHAT SKILLS
YOU NEED TO IMPROVE IN YOUR AREAS OF WEAKNESS. Think of it as a detailed roadmap that guides you
throughout your journey to successfully reaching your goal.
✓ Having a development plan helps you direct your path towards becoming a holistic adolescent.

CHARACTERISTICS OF A GOOD PLAN

❖ Plan provides focus.
❖ Let you map out a path towards your version of success.
❖ Allows you to make better decisions.
❖ Never permits you from taking backwards steps.
❖ Strategies should be on track when things go wrong.

FIVE (5) STEPS IN WRITING A PERSONAL DEVELOPMENT PLAN

❖ Be prepared with your goals.
❖ Remember to recognize your skills, traits and strengths.
❖ Appreciate the suggestions of your mentors to reach that certain goal.
❖ Improve your plan, if possible, include all factors affecting such plan.
❖ Need to apply more strategies and recommendations in mind mapping to make the mind map easy.
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Mind Mapping

✓ Mind map is an external mirror of your own radiant or natural thinking facilitated by a powerful graphic process , which
provides the universal key to unlock the dynamic potential of the brain.
✓ A mind map is a HIGHLY EFFECTIVE WAY OF GETTING INFORMATION IN AND OUT OF YOUR BRAIN, IT IS
A CREATIVE AND LOGICAL MEANS OF NOTE-TAKING AND NOTE-MAKING THAT LITERALLY “MAPS OUT”
YOUR IDEAS.
✓ All mind maps have some things in common. They have a natural organization structure that radiates form the center and
use lines, symbols, words, color and images according to simple, brain-friendly concepts.
✓ Mind mapping converts a long list of monotonous information into a colorful, memorable and highly organized diagram
that works in line with your brain’s natural way of doing things.

❖ Tony Buzan, British Psychology Author, has made a claim

to the origin of the Mind Map. He argues that “traditional”
outlines require that the reader scans the information from
left to right and top to bottom, whilst the brain’s natural
preference is to scan the entire page in a non-linear fashion.
He also uses widespread assumptions about the cerebral
hemispheres in order to promote the exclusive use of Mind
Mapping over other forms of note making.

STEPS IN CREATING MIND MAP

Step 1: Main Topic

❖ Write the title of the subject or project that you’re exploring in the center of a page and draw a circle around it. For
example: A mind map of the actions needed to deliver a successful presentation

Step 2: Sub-topics

✓ Draw lines out from this circle as you think of subheadings of the topic or important facts or tasks that relate to your
subject. Label these lines with your subheadings.

Step 3: Elements
❖ Dive deeper into the subject to uncover the next level of information (related sub-topics, tasks or facts, for example).
Then, link these to the relevant subheadings
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SOME MORE STRATEGIES AND RECOMMENDATIONS USED IN BRAIN MAPPING

✓ Use colors, drawings and symbols copiously. Be as visual as you can and your brain will thank you. Many people who do not
even try, with the excuse they’re “not artists.” Do not let that keep you from trying it out.
✓ Keep the topics labels as short as possible . Keeping them to a single word or better yet to only a picture. Especially in your
first mind maps, the temptation to write a complete phrase is enormous, but always look for opportunities to shorten it to a
single word or figure – your mind map will be much more effective that way.
✓ Vary text size, color and alignment. Vary the thickness and length of the lines. Provide as many visual cues as you can to
emphasize important points. Every little bit helps engaging your brain.
Mind Maps are useful for:
✓ Brainstorming – individually and as a group
✓ Summarizing information
✓ Taking notes
✓ Consolidating information from different sources.
✓ Thinking through complex problems.
✓ Presenting information clearly.
✓ Studying and memorizing information.

Lesson 14: Emotional Intelligence

Emotion
✓ A SUBJECTIVE STATE OF MIND.
✓ It can be a reaction to internal stimuli (such as thoughts or memories) or events that occur in our environment.

Mood
✓ A STATE OF MIND THAT PREDISPOSES US TO REACT A CERTAIN WAY.
 Emotions are not the same thing as moods . For example, someone in a low mood is more likely to feel irritated when they trip on
a rock. Someone in a good mood is more likely to feel amused by the incident. In general, emotions are reactions to an event,
while moods are present before and throughout the event
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EIGHT (8) BASIC TYPES OF EMOTIONS ACCORDING TO ROBERT PLUTCHIK

✓ Joy – the emotion evoked by well-being, success and good fortune or by the prospect of possessing what one desires.
✓ Sadness – this emotion is affected with or expressive of grief or unhappiness. It is characterized by feelings of
disappointment, hopelessness, disinterest and dampened mood.
✓ Anger – it is a strong feeling of displeasure and antagonism.
✓ Fear – this is an unpleasant, often strong emotion caused by anticipation or awareness of danger.
✓ Trust – this emotion reflects firm belief in the reliability, truth, ability or strength of someone or something.
✓ Disgust – it is a feeling of revulsion or strong disapproval aroused by something unpleasant or offensive.
✓ Surprise – the feeling caused by something unexpected or unusual.
✓ Anticipation – the act of looking forward; expectation or hope.

Emotional Intensity
❖ Refers to VARIATION IN THE MAGNITUDE OF EMOTIONAL RESPONSES, AN EXTREME DEGREE OF FEELING.
❖ Identifies the action an individual will have.
❖ Intensity ranges from mild, moderate to strong.

Robert Plutchik’s Wheel of Emotions

✓ Plutchik describes the inner circle as the

strongest emotions, the next circle are the basic
emotions which has moderate intensity and the
outer circle are the emotions with the mildest
intensity. Another emotion was created as a
result of a combination of two (2) basic emotions.

INTENSITY OF EMOTIONS

Second Circle/Basic
Outer Circle New Emotions created in Inner Circle
Emotions
Mild Intensity between two basic emotions in Strong Intensity
Moderate Intensity
Emotions the second circle Emotions
Emotions

Serenity Joy Joy + Trust = Love Ecstasy

Acceptance Trust Trust + Fear = Submission Admiration

Apprehension Fear Fear + Surprise = Awe Terror

Distraction Surprise Surprise + Sadness = Disapproval Amazement

Pensiveness Sadness Sadness + Disgust = Remorse Grief

Boredom Disgust Disgust + Anger = Contempt Loathing

Annoyance Anger Anger + Anticipation = Aggressiveness Rage

Interest Anticipation Anticipation + Joy = Optimism Vigilance

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YOUR BRAIN AND YOUR EMOTION

❖ 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.

Emotional Intelligence (EI)

 Created by two (2) 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.
 It 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.
 For Goleman EI is the ability to: 1. Recognize, understand and manage our own emotions; 2. Recognize understand and influence the
emotions of others. This means being aware that emotions can be drive our behavior and impact people either positively or
negatively

FIVE (5) ESSENTIAL ELEMENTS OF EMOTIONAL INTELLIGENCE

Self-Awareness
✓ Knowing what one is feeling at any given time and understanding the impact those moods have on others
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Self-Regulation
• Controlling or redirecting one’s emotions; anticipating consequences before acting on impulse

Motivation
✓ Utilizing emotional factors to achieve goals, enjoy the learning process and persevere in the face of obstacles

Empathy
✓ Sensing the emotions of others

Social Skills
✓ Managing relationships, inspiring others and including desired responses from t
 Week 8
Lesson 15: Positive and Negative Emotions 2

Positive Emotions
 EMOTIONS THAT WE TYPICALLY FIND PLEASURABLE TO EXPERIENCE
 “pleasant or desirable situational responses … distinct from pleasurable sensation and undifferentiated positive affect”
– (Cohn & Fredrickson, 2009)
 Pleasant responses to our environment (or our own internal dialogue) that are more complex and targeted than simple sensations

Some Common Positive Emotions

 Love
 Joy
 Satisfaction
 Contentment
 Interest
 Amusement
 Happiness
 Serenity
 Awe

Negative Emotions
 EMOTIONS THAT WE TYPICALLY DO NOT FIND PLEASURABLE TO EXPERIENCE
 “as an unpleasant or unhappy emotion which is evoked in individuals to express a negative effect towards an event or person” – (Pam,
2013)
 An emotion discourages and drags you down

Some Common Negative Emotions

 Fear
 Anger
 Disgust
 Sadness
 Rage
 Loneliness
 Melancholy
 Annoyance

Are Negative Emotions Necessary?

 Although they are not pleasant to experience, negative emotions really are necessary for a healthy life. This is true for two (2) big reasons:
1. Negative emotions give us a counterpoint to positive emotions; without the negative, would the positive emotions still feel as good?
2. Negative emotions serve evolutionary purposes, encouraging us to act in ways that boost our chances of survival and help us grow and
develop as people.
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POSITIVE AND NEGATIVE EMOJI CHART

EMOTION WHEEL
 Lesson 16: Demonstrate and Create Ways to Manage 2
Various Emotions

THREE (3) STEPS IN HANDLING NEGATIVE EMOTIONS

Step 1: Identify the Emotion

 Learning to notice and identify your feelings takes practice. In addition to focusing on your feelings, check in with your body, too. You may feel
body sensations with certain emotions.

 BE AWARE OF HOW YOU FEEL. When you have a negative emotion, such as anger, try to name what you’re feeling. For
example:
 I get so jealous when I see that girl/guy with my ex.
 I feel afraid whenever I have to walk past those bullies.

 DON’T HIDE HOW YOU FEEL FROM YOURSELF. You might not want to broadcast your feelings to other people, but don’t suppress your
feelings entirely. Simply naming the feeling is a lot better than pretending not to have it or exploding without thinking.
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 KNOW WHY YOU FEEL THE WAY YOU DO. Figure out what happened that got you feeling the way you do.

 DON’T BLAME. Being able to recognize and explain your emotions isn’t the same as blaming someone or something for the way you feel. How you
feel when these things happen comes form inside you. Your feelings are there for a reason – to help you make sense of what’s going on.

 ACCEPT ALL YOUR EMOTIONS AS NATURAL AND UNDERSTANDABLE. Don’t judge yourself for the emotions you feel. It’s normal to feel
them. Acknowledging how you feel can help you move on, so don’t be hard on yourself.

Step 2: Take Action

 Once you’ve processed what you’re feeling, you can decide if you need to express your emotion. Sometimes it’s enough to just realize how you
feel, but other times you’ll want to do something to feel better.

 THINK ABOUT THE BEST WAY TO EXPRESS YOUR EMOTION.

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 LEARN HOW TO CHANGE YOUR MOOD. At certain point, you’ll want to shift from a negative mood into a positive one. Otherwise, your thinking
may get stuck on how bad things are and that can drag you down into feeling worse. Try doing things that make you happy, even if you don’t feel like
it at the time.

 BUILD POSITIVE EMOTIONS. Positive feelings create a sense of happiness and well-being. Make it a habit to notice and focus on what’s good in
your life even the little things. Noticing the good things even when you’re feeling bad can help you shift the emotional balance from negative to
positive.

SEEK SUPPORT. Talk about how you’re feeling with a parent, trusted adult or a friend. They can help you explore your emotions and give you a fresh way of
thinking about things. Nothing helps you feel more understood and cared for than the support of someone who loves you for who you are

 EXERCISE. Physical activity helps the brain produce natural chemicals that promote a positive mood. Exercise also can release stress build up
and help you from staying stuck on negative feelings.
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Step 3: Get Help with Difficult Emotions

 Sometimes, no matter what you do, you can’t shake a tough emotion. If you find yourself stuck in feelings of sadness or worry for more
than a couple of weeks or if you feel so upset that you think you might hurt yourself or other people, you may need extra help.
 Talk to a school counselor, parent, trusted adult or therapist. Counselors and therapist are trained to teach people how to break out of
negative emotions. They can provide lots of tips and ideas that will help you feel better.

NINE (9) TIPS TO HELP MANAGE YOUR EMOTIONS

1. USE YOUR EMOTIONS AND BODILY RESPONSES TO RECOGNIZE WHEN YOU ARE UNDER STRESS. A racing pulse, dry mouth,
aching stomach, tight muscles or muscle pain may all indicate that something is amiss in your emotional world.

2. WRITE DOWN YOUR THOUGHTS AND FEELINGS ABOUT WHAT IS STRESSING YOU. Take a daily inventory of your emotions by
writing down what you feel and when you may be able to identify patterns of emotional ups and downs. It is also important to write down the
thoughts that go with your feelings.
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3. CONTROL WHATEVER ASPECTS OF THE STRESS THAT YOU CAN. Life presents many situations every day and you should not view
them in black and white terms – those you can control versus those you cannot. Look for the shades of grey – the elements you can
control. When you know what’s going to happen in a situation, your nervous system can gear up to handle it.

4. DON’T MAKE MOUNTAINS OF MOLEHILLS, WHEN DIFFICULT SITUATIONS ARISE, IT IS IMPORTANT TO ASSESS HOW
BAD THEY REALLY ARE BEFORE GOING INTO PANIC MODE. If you want to live a low-stress life, don’t get all worked up over trivial
matters.

5. REDEFINE THE PROBLEM. Your attitude to stress can affect your health more than the stress itself can. If the problem is out of
your control, recognize and redefine the problem to determine which parts you can avoid or handle.

6. DEVELOP BEHAVIORS THAT DISTRACT YOU FROM STRESS. Anything you do that distracts you from your stress for a while is
good.
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7. REACH OUT TO A FRIEND OR FAMILY MEMBER. Social relationship is good for your health and reaching out to someone about your
stress can improve your outlook. If you are lacking social network, you may find it easiest to meet others during a shared activity.

8. EXERCISE REGULARLY. Regular exercise is good for your physical and emotional health. Even moderate exercise can help reduce
stress.

9. MEDITATE AND RELAX. Meditation has a wide variety of health benefits and stress reduction is one of the big ones.
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