LESSON 1: EMOTIONAL INTELLIGENCE

● Emotion – is normally quite short-lived, but intense

● Mood – is usually much milder than an emotion, but longer-lasting
● 3 key elements in order to better understand what emotions are:
1. The subjective experience
2. The physiological response
3. The behavioral response
● The 6 Basic Emotions
1. Anger – is brought to mind due to injustice, conflict, humiliation, negligence or betrayal
a. Aggressive anger – anger is directed at the other person to hurt him/her emotionally,
physically or psychologically
b. Passive anger – a persona internalizes the expression of anger when he/she avoids
dealing with the situation that contributed to feelings of anger
c. Assertive anger – anger is expressed directly and in a non-threatening way to the
person involved
2. Fear – is a response to impending danger
a. trifling fear – if the fear is minor
b. serious fear – if the danger is alarming
3. Disgust – is the feeling of severe displeasure or dislike in reaction to an unpleasant or horrible
object, person or behavior
4. Joy – has shades of enjoyment, satisfaction and pleasure
5. Sadness – is necessarily related to a feeling of loss and disadvantage
6. Surprise – means showing up of an unexpected result
● Expressing Positive and Negative Emotions
POSITIVE NEGATIVE

AMUSEMENT ANGER

AWE CONTEMPT

GRATITUDE DISGUST

HOPE EMBARRASSMENT

INSPIRATION FEAR

INTEREST FRUSTRATION

JOY GUILT

PRIDE SADNESS

SERENITY SHAME

LOVE STRESS
 ● Ways to manage various emotions:
1. Recognize the importance of expressing emotions
2. Label your emotions
3. Resolve to express your emotions as you have them
4. Recognize that emotions are transient
5. Express your anger physically
6. Cry out your pain
7. Comfort your terror
8. Laugh without reservation

LESSON 2: PERSONAL RELATIONSHIPS

● Love – is about commitment and trust and not just admiration and physical attraction
● Commitment – means that you want to have a serious relationship backed up by intense
attention, focused interest, whole-hearted energy, and be there for the other person to
understand, nurture and protect him/her in the future
● Personal relationship – is the type of relationship which is closely associated with a
person and which can only have meaning to this person
● 3 Stage of falling in love:
a. Lust – is driven by the sex hormones, testosterone and estrogen
b. Attraction - is described as the lovestruck phase, which involves neurotransmitters in
the brain such as dopamine, neropinephrine, and serotonin
c. Attachment – when the couple in love decides to continue with the relationship where
long-lasting commitments are exchanged, and may lead to raising a family
▪ Our succeeding relationships in the future are all shaped to a large extent by our
attachment to our parents (Bowlby, 1982).
▪ 3 Attachment styles (Ainsworth, Blekar, Waters, and Wall, 1978):
1. Secure attachment – is when the primary caregiver is most of the time present and
available and when at the emotional needs of an infant are met, providing a sense of
security to the infant
2. Avoidant attachment – is when the primary caregiver is cold and detached, and even
unresponsive to a child’s needs
3. Anxious-ambivalent attachment – when the primary caregiver is not consistent in
terms of presence and in meeting a child’s emotional needs
● Some important responsibilities that are necessary in a relationship to make it flourish
and stay beneficial for the parties involved:
a. Be responsible for what you think and say to the other person.
b. Be responsible for what you promise to do or not do.
c. Ensure the relationship is mutually beneficial.
d. Respect the other party or parties involved.
e. Be ready to provide support when needed.
LESSON 3: SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENTS
● Socialization – is a lifelong process during which adolescents learn about social
expectations and how to interact with other people
● Influential people or groups responsible for the socialization of adolescents:
a. Family – is considered the most important social influencer
b. School – transfers subject knowledge and educate on life skills, such as
following directions and meeting deadlines
c. Peers – also give adolescents a chance to develop many of the social skills they
need as they mature into becoming adults
d. Media – is another social influencer which includes but not limited to
television, Internet, radio, movies, book and magazines
● Social influence – is the change in behavior that one person causes in another,
intentionally or unintentionally, as a result of the way the changed person perceives
themselves in relationship to the influencer, other people and society in general
● 3 Areas of social influence that could affect adolescents:
a. Conformity – is changing how you behave to be more like others
b. Compliance – is where adolescents do something that they are asked to do by
others
c. Obedience – is different from compliance in a sense that it is obeying an order
from someone that is accepted as an authority figure

● Social role – defines a set of behaviors that are expected of someone who holds a
particular status
● Roles in society:
a. Leader – is able to keep people motivated and inspired, works for the greater
good of society and not just his own personal gains, and is able to respect his
people
b. Follower – is doing what others want him/her to do
▪ Followership – is the act or condition under which an individual helps or
supports a leader in the accomplishment goals
1. interactive role – a follower’s role is to complement and support his/her
leader in accomplishing goals
2. independent role – followers act independently of their leaders with
little necessity for oversight or management
3. shifting role – followership is seen as less a concrete title or position but
rather a state one embodies depending on the tasks at hand
LESSON 4: FAMILY STRUCTURES AND LEGACIES
● Family – is the basic unit of society
● Family structures:
a. Nuclear family – is the customary type of family structure
b. Single parent family – includes one parent raising one or more children
c. Extended family – consists of 2 or more adults who are related, either by blood or
marriage, living in the same home
d. Stepfamily – consists of 2 separate families merging into one new unit
e. Grandparent family – grandparents who are raising their grandchildren for a variety of
Reasons
f. Adoption – a couple who adopts and takes a new baby home
● Ways how a family cares for each member:
a. Learning – individuals learn values, skills, and behavior
b. Loyalty – strong families have a sense of loyalty and devotion towards family
members
c. Love – is at the heart of the family
d. Laughter – humor is a break out valve for family tension
e. Leadership – adults must assume responsibility for leading the family
● Genogram or family tree – is a useful tool to gather information about a young person’s
family
● Making the Genogram:
a. Gather the needed information such as names of all persons to be included in your
genogram, including the birth order and gender of each child in each family, marital
status of couples, and any other pertinent information.
b.Use standardized symbols

● Qualities that improve family members relationships:

a. Commitment – members of strong families are devoted to the well-being and happiness
of the other members
b. Appreciation – members of strong families show and talk about their appreciation for
one another
 c. Communication – members of strong families work at developing good
communication skills and spend a lot of time talking with each other
d. Time together – strong families spend time, quality time in large quantities with each
other
e. Spiritual wellness – strong families have a sense of a greater good or power in life, and
that belief gives them strength and purpose
f. Coping ability – members of strong families are able to analyze stress or crisis as an
opportunity to grow and learn

LESSON 5: CAREER PATHWAYS

● External factors – are those that influence the choice of career from the environment or
social order
a. Parental influence – parents play the strongest influential role on their children’s choice
of career
b. Peer influence – the type of age mates one associates oneself with can influence one’s
career choice
c. Influence of teacher – adolescents may have teachers as parent influence on them as
regard to vocational choice
d. Salary package and condition of service – economic consideration matter to most
people when it comes to career choice, the size of the home pay, as well as the general
condition of service must be reasonable before an individual think of accepting some job
offers
e. Employment prospect – another important consideration in the choice of careers is
whether there are good employment prospect for a particular career or profession
f. Mass media – advertisement taken through the internet could reasonably influence
someone into certain careers
g. Culture – racial and ethnic background, as well as culture of an individual’s regional
area, local community, and extended family may impact career decisions
h. Social and economic conditions – events that take place in people’s lives may affect
the choices available to them and even dictate choices to a certain degree
● Mistakes to avoid when selecting a career:
a. Listening to people who tell you that you should, or should not, do something.
b. Following in someone else’s footsteps.
c. Not doing your homework.
d. Not talking to those in the know.
e. Going for the money.
f. Ignoring who you are.
g. Not considering location.
h. Not looking beyond a “best careers” list
i. Ignoring the future
● Various career options:
a. Bachelor’s degree from College or University – prepares an adolescent for a wide
range of professional careers
b. Two-year diploma courses – may be a great option for an adolescent who is unsure
about his/her career path or isn’t ready for a bachelor degree from a college or university
c. Trade and certificate programs – offer a direct path toward specific jobs
d. The military – this can be a good option for adolescents who thrive on structure and
physical activity
e. Gap year – adolescents who don’t feel ready for college directly after high school
explore interests through internships, volunteer experiences, a job or travel
f. Work – in a tough job market, adolescents may have trouble getting a job, especially if
they have no experience
● Career planning – helps adolescents to develop their roles and to use their experiences to create
the life they want to live
▪ Basic guidelines for career planning:
1. Analyze your current/future lifestyle.
2. Analyze your likes/dislikes.
3. Analyze your passion.
4. Analyze your strengths and weaknesses.
5. Analyze your definition of success.
6. Analyze your personality.
7. Analyze your dream job.
8. Analyze your current situation.