LESSON 1 POWERS OF THE MIND

EXTERIOR PARTS OF THE BRAIN

1. Frontal Lobe
➔ The frontal lobe is involved in planning and thinking. It is the
rational and executive control center of the brain, which
plays an important role in monitoring higher-order thinking.

2. Temporal Lobe
➔ The temporal lobe is positioned at the lower part of the
brain. It performs several functions pertaining to speech,
perception, and some types of memory.

3. Occipital lobe
➔ The occipital lobe can be found at the rear portion of the
brain. It processes sensory information from the eyes.

4. Parietal lobe
Parietal lobes are involved mainly with spatial orientation,
calculation, and certain types of recognition.

5. Somatosensory Cortex
➔ Is the part of the brain that processes the signals of touch.

6. Motor Cortex
➔ Is the part of the brain that controls your body movement.

INTERIOR PARTS OF BRAIN

1. Brain Stem
➔ The brain stem resembles the entire brain of a reptile;
hence, it is sometimes referred to as the

2. Limbic System
➔ part of the brain involved in our behavioural and emotional
responses, especially when it comes to behaviours we need
for survival
➔ an aggregation of brain structures that are generally located
lateral to the thalamus, underneath the cerebral cortex, and
above the brainstem.
INTERIOR PARTS OF BRAIN STEM
1. Midbrain
➔ The midbrain functions as a relay system, transmitting
information necessary for vision and hearing.
2. Pons
➔ The pons links your brain to your spinal cord. Your pons
handles all of your unconscious movements and
processes. These cycles include everything from your sleeping
to your breathing.
3. Medulla oblongata
➔ Your medulla oblongata is the bottom-most part of your
brain. Its location means it’s where your brain and spinal cord
connect, making it a key conduit for nerve signals to and from
your body. It also helps control vital processes like your
heartbeat, breathing and blood pressure.

LIMBIC SYSTEM
1. HYPOTHALAMUS (homeostasis)
- The hypothalamus is a part of the brain that has a vital role in
controlling many bodily functions including the release of hormones
from the pituitary gland.

2. AMYGDALA (emotion)
- The amygdala plays a prominent role in mediating many aspects of
emotional learning and behaviour.

3. THALAMUS
- Your thalamus is your body's information relay station. All information
from your body's senses (except smell) must be processed through
your thalamus before being sent to your brain's cerebral cortex for
interpretation. Your thalamus also plays a role in sleep, wakefulness,
consciousness, learning and memory.

4. HIPPOCAMPUS (memory conversion)

- The hippocampus is thought to be principally involved in storing
long-term memories and in making those memories resistant to
forgetting, though this is a matter of debate. It is also thought to play an
important role in spatial processing and navigation.
4 TEMPERAMENTS
1. MELANCHOLIC (unchangeable and emotional)
➔ People often conflate melancholic with joyless or sad, but
there's so much more to people with this temperament.
Although reserved, melancholic people are also thoughtful
and sensitive. They can also be analytical and methodic,
especially at work, making them valuable to any workplace.
Conversely, they prefer to work alone and might not make
the best team players. They get moody and anxious when
things aren't going their way.

2. PHLEGMATIC (unchangeable and non emotional)

➔ They are easy going people who tend to be very empathetic
when relating with others. They are dependable and patient
people who find comfort in the mundane and routine.
gusto tahimik lang and di showy

3. CHOLERIC (changeable and emotional)

➔ The defining characteristics of choleric people are dominant
and assertive. People who belong to this temperament type
are goal-oriented and driven. They are high achievers at
work, school, or even play and are often selected as team
leaders.
 4. SANGUINE (changeable and non emotional)
➔ People who are defined as sanguine are typically extroverted
and sociable. You will likely find them in the middle of a
crowd. Social interactions come easy to them, and they
can be talkative and energetic. indecisive

WHOLE BRAIN THEORY

Developed by NED HERRMANN, Whole Brain Thinking divides the brain
into four quadrants. Each quadrant represents a different part of the
brain: Analytical, Practical,Relational, Experimental.

1. ANALYTICAL
➔ Thinks things through logically and methodically; good at
problem-solving and making decisions.

2. PRACTICAL
➔ Applies knowledge to real-world situations; adept at
organizing, planning, taking action, and managing.

3. RELATIONAL
➔ Very expressive, Interacts well with others, and fosters
relationships; effective at communicating and
collaborating.

4. EXPERIMENTAL
➔ Thinks creatively and is open to trying new things; loves
concepts, generates new ideas, and envisions the big picture.
MULTIPLE INTELLIGENCE
HOWARD GARDNER
➔ is a developmental psychologist best-known for this theory of
multiple intelligences. He believed that the conventional concept of
intelligence was too narrow and restrictive and that measures
of IQ often miss out on other "intelligences" that an individual
may possess.

1. VISUAL SPATIAL INTELLIGENCE

- People who are strong in visual-spatial intelligence are good at
visualizing things.

2. LINGUISTIC VERBAL INTELLIGENCE

➔ People who are strong in linguistic-verbal intelligence are able
to use words well, both when writing and speaking.

3. Logical-MathematicalIntelligence
➔ People who are strong in logical-mathematical intelligence are
good at reasoning, recognizing patterns, and logically
analyzing problems.

4. BODILY KINESTHETIC INTELLIGENCE

➔ Those who have high bodily-kinesthetic intelligence are said to be
good at body movement, performing actions, and physical
control.

5. MUSICAL INTELLIGENCE
➔ People who have strong musical intelligence are good at thinking in
patterns, rhythms, and sounds.

6. Interpersonal Intelligence
➔ Those who have strong interpersonal intelligence are good at
understanding and interacting with other people.
 7. NATURALISTIC INTELLIGENCE
➔ Naturalistic is the most recent addition to Gardner’s theory and
has been met with more resistance than his original seven
intelligences. According to Gardner, individuals who are high in this
type of intelligence are more in tune with nature and are often
interested in nurturing, exploring the environment, and learning
about other species.

8. EXISTENTIAL INTELLIGENCE
➔ Existential intelligence is the ninth type of intelligence suggested as
an addition to Gardner's original theory. He described existential
intelligence as an ability to delve into deeper questions about life
and existence.

LESSON 2: MENTAL HEALTH AND WELLBEING IN MIDDLE AND LATRE ADOLESCENE

PSYCHOLOGICAL WELL-BEING
➔ It refers to an individual's state or condition that is free from mental
or emotional disorders.

EATING DISORDERS
➔ According to the Diagnostic and Statistical Manual of Mental
Disorders (2013), eating disorders are characterized by persistent
disturbance of eating that result in altered consumption or
absorption of food and significantly impair physical health or
psychosocial functioning.

● ANXIETY DISORDERS
1. GENERALIZED ANXIETY DISORDER
➔ Generalized Anxiety Disorder (GAD) is characterized by
persistent and excessive worry about a number of different
things. People with GAD may anticipate disaster and may be
overly concerned about money, health, family, work, or
other issues.

2. PHOBIC DISORDERS
➔ A phobia is a type of anxiety disorder. It is a strong,
irrational fear of something that poses little or no actual
danger.
 3. SOCIAL PHOBIA (SOCIAL ANXIETY DISORDER)
➔ Social phobia involves the fear of social situations and can
be quite debilitating. In many cases, these phobias can become
so severe that people avoid events, places, and people who
are likely to trigger an anxiety attack.

4. CLAUSTROPHOBIA
➔ Claustrophobia is an anxiety disorder that causes an intense
fear of enclosed spaces.

5. AGORAPHOBIA
➔ Agoraphobia involves a fear of being alone in a situation or
place where escape may be difficult. This type of phobia may
include the fear of crowded areas, open spaces, or situations
that are likely to trigger a panic attack.

6. PANIC DISORDERS
➔ A panic attack is a sudden episode of intense fear that
triggers severe physical reactions when there is no real
danger or apparent cause. Panic attacks can be very
frightening. When panic attacks occur, you might think you're
losing control, having a heart attack or even dying.

● MAJOR DEPRESSIVE DISORDER

DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS
1. Depressed mood most of the day
2. Markedly diminished interest or pleasure in all
3. Significant weight loss or weight gain or decrease in appetite
4. Insomnia or hypersomnia nearly every day
5. Psychomotor agitation or retardation
6. Fatigue or loss of energy
7. Feelings of worthlessness or excessive or inappropriate guilt
8. Diminished ability to think or concentrate, or indecisiveness
9. Having thoughts of death

● BIPOLAR DISORDER
1. MANIC-DEPRESSIVE DISORDER
➔ Bipolar disorder, formerly known as manic-depressive
illness, is a brain and behavior disorder characterized by
severe shifts in a person's mood and energy, making it
difficult for the person to function.
SELF HARM
➔ Self-harm or self-injury means hurting yourself on purpose. One
common method is cutting with a sharp object. But any time
someone deliberately hurts themself is classified as self-harm.

● CONDUCT DISORDER
1. CONDUCT DISORDER
➔ Conduct disorder refers to a group of behavioral and
emotional problems characterized by a disregard for others.
Children with conduct disorder have a difficult time following
rules and behaving in a socially acceptable way. Their
behavior can be hostile and sometimes physically violent.

2. JUVENILE DELINQUENTS
➔ Family characteristics such as poor parenting skills, family
size, home discord, child maltreatment, and antisocial
parents are risk factors linked to juvenile delinquency.

● PERSONALITY DISORDER
1. PERSONALITY DISORDER
➔ A personality disorder is a type of mental disorder in which you
have a rigid and unhealthy pattern of thinking, functioning
and behaving. A person with a personality disorder has trouble
perceiving and relating to situations and people.

2. PARANOID PERSONALITY DISORDER

➔ a mental health condition marked by a pattern of distrust and
suspicion of others without adequate reason to be suspicious.

3. ANTISOCIAL PERSONALITY DISORDER

➔ Antisocial personality disorder is a mental condition in which a
person has a long-term pattern of manipulating, exploiting,
or violating the rights of others without any remorse.

4. HISTRIONIC PERSONALITY DISORDER

➔ a mental health condition marked by unstable emotions, a
distorted self-image and an overwhelming desire to be
noticed.

5. NARCISSISTIC PERSONALITY DISORDER

➔ A mental condition in which people have an inflated sense of
their own importance, a deep need for excessive attention
 and admiration, troubled relationships, and a lack of empathy
for others.

6. AVOIDANT PERSONALITY DISORDER

➔ People with avoidant personality disorder have chronic
feelings of inadequacy and are highly sensitive to being
negatively judged by others. Though they would like to
interact with others, they tend to avoid social interaction
due to the intense fear of being rejected by others.

7. DEPENDENT PERSONALITY DISORDER

➔ Dependent personality disorder (DPD) is a type of anxious
personality disorder. People with DPD often feel helpless,
submissive or incapable of taking care of themselves.

8. OBSESSIVE-COMPULSIVE PERSONALITY DISORDER

➔ Perfectionism that gets in the way of finishing tasks. Fixation
with using lists, rules, and schedules to maintain order.
Unwillingness to delegate work to someone who may take
a different approach to the task. Devotion to work that
leads to neglect of relationships.

● SCHIZOPHRENIA AND OTHER PSYCHOTIC DISORDERS

1. SCHIZOPHRENIA
➔ Schizophrenia is a serious mental disorder in which people
interpret reality abnormally. Schizophrenia may result in
some combination of hallucinations, delusions, and
extremely disordered thinking and behavior that impairs
daily functioning, and can be disabling. People with
schizophrenia require lifelong treatment.

● SUBSTANCE-RELATED DISORDERS
1. SUBSTANCE-RELATED DISORDERS
➔ A substance use disorder (SUD) is a mental disorder that
affects a person's brain and behavior, leading to a person's
inability to control their use of substances such as legal or
illegal drugs, alcohol, or medications. Symptoms can range
from moderate to severe, with addiction being the most
severe form of SUDs.
SUBSTANCE-RELATED DISORDERS (DRUGS)

SUBSTANCE-RELATED DISORDERS (MARIJUANA)

SUBSTANCE-RELATED DISORDERS (TOBACCO)

● COMPUTER ADDICTION
1. COMPUTER ADDICTION
➔ Computer addiction can result from people using it
repeatedly as their main stress reliever instead of having a
variety of ways to cope with negative events and feelings.
Other misuses may include procrastination from undesirable
responsibilities, distraction from being upset and attempts to
meet needs for companionship and belonging.

THREATS TO PSYCHOLOGICAL WELL-BEING

1. Family Situations
2. Socioeconomic Factors
3. School-related Factors
PREVENTION OF MENTAL HEALTH PROBLEMS
1. Enhancing Self-esteem
2. Enhancing Resilience
3. Developing Self-regulation
4. Enhancing Social Skills
5. Therapy

ENHANCING SELF-ESTEEM
➔ Self-esteem means self-worth. Your assessment of your
importance as a person refers to self-esteem.

RESILIENCE
➔ Resilience is your capacity to recover from an unpleasant
experience.

RESILIENCE - ESTABLISH CONNECTIONS

➔ Having a good relationship with your family, friends, and peers
may help you overcome challenges.

RESILIENCE - ACCEPT THE REALITY THAT NOTHING IS PERMANENT

IN THIS WORLD
➔ Change is not easy. You must accept that change is part of
growing up.

RESILIENCE - LOVE AND TAKE CARE OF YOURSELF

➔ You are very much capable of taking care of yourself. You may
not have perfect looks, but accepting and loving yourself for who
you are is important to achieve something or to overcome trials.

RESILIENCE - BE MORE OPTIMISTIC

➔ You have to trust yourself that you can solve whatever
problems you have.

RESILIENCE - STRENGTHEN YOUR PROBLEM-SOLVING ABILITIES

➔ Your capacity to solve problems is a positive sign of recovering
from unpleasant situations.

DEVELOPING SELF-REGULATION
➔ Self-regulation is your capacity to control and monitor your own
behavior. It involves setting golas and standards and delaying
gratification of needs.
LESSON 3: DEVELOPING ONE’S WHOLE BEING
PHYSIOLOGICAL DEVELOPMENT IN ADOLESCENCE
➔ Adolescence is generally referred to as the teenage years, which
start at about the age of twelve and end at the age of twenty-one.

What is Puberty?
➔ Puberty comes from the Latin word pubertas, which in the English
language means adult.

PUBERTY IN THREE DISTINCT STAGES

1. Prepubescent – this stage initiated by the appearance of primary
sexual characteristics and ends with the development of pubic
hair.

2. Pubescent – During this stage, the individual’s growth becomes

faster.
● Male – Wet Dreams
● Female - Menstruation

3. Postpubescent – At this stage, the sudden growth of adolescents

stops. This is when fertility may occur among females.

COGNITIVE DEVELOPMENT IN ADOLESCENCE

Jean Piaget’s Cognitive Development Theory

➔ Jean Piaget's theory of cognitive development suggests that

intelligence changes as children grow. A child's cognitive
development is not just about acquiring knowledge, the child must
develop or construct a mental model of the world.

➔ Cognitive development occurs through the interaction of

innate capacities and environmental events, and children pass

COGNITIVE DEVELOPMENT
1. Sensorimotor (birth - 2 years old)
2. Preoperational (2-7 years old)
3. Concrete operational (7-12 years)
4. Formal operational (12 years onward)

1. Sensorimotor (Birth – 2 Years)

➔ The first stage of development, beginning at birth and continuing
until about age 2, is the sensorimotor stage. In this stage, children’s
 contact with the world around them depends entirely on the
movements that they make and the sensations that they
experience.

2. Preoperational (2-7 Years)

➔ The second stage is the preoperational stage. It begins around age 2
and ends around age 6 or 7. During this stage, which is marked by
the acquisition of language, among other things, children
become able to think in symbolic terms, to form ideas from words
and symbols. Children also begin to understand spatial and
numerical concepts and the distinction between past and future.

3. Concrete Operational (7-12 Years)

➔ Third comes the concrete operations stage, from age 6 or 7 to age
11 or 12. Having absorbed more and more experience of the
world, children now become able to imagine events that occur
outside their own lives. They also begin to conceptualize and to
create sequences of logical reasoning, though this reasoning still
depends on a direct relationship to concrete things.

4. Formal Operations (12-13 Years)

➔ Lastly, what Piaget called the formal operations stage begins at age
11 or 12. The new capabilities developed in this stage, such as
the abilities to reason hypothetically and deductively and to
establish abstract relationships, are generally mastered around age
15.

ADOLESCENT STAGE
● Nonconcrete or abstract thinking
● Reasoning
● Raising varied points of view based on different criteria
● Reflecting on the process of thinking

SEX DIFFERENCES IN COGNITIVE ABILITIES

Rathus further explains that the origin of the sex differences may be
attributed to the following factors:
● Biological
● Cultural
● Evolutionary
Erik Erikson’s Stages of Psychosocial Development
➔ Erikson maintained that personality develops in a predetermined
order through eight stages of psychosocial development, from
infancy to adulthood. During each stage, the person experiences a
psychosocial crisis which could have a positive or negative
outcome for personality development.

1. Trust vs Mistrust
➔ Trust vs. mistrust is the first stage in Erik Erikson's theory of
psychosocial development. This stage begins at birth and
continues to approximately 18 months (about 1 and a half
years) of age. During this stage, the infant is uncertain
about the world in which they live and looks towards their
primary caregiver for stability and consistency of care.

2. Autonomy vs. Shame and Doubt

➔ Autonomy versus shame and doubt is the second stage of Erik
Erikson's stages of psychosocial development. This stage
occurs between the ages of 18 months (about 1 and a half
years) to approximately 3 years. According to Erikson,
children at this stage are focused on developing a sense of
personal control over physical skills and a sense of
independence.

3. Initiative vs. Guilt

➔ Initiative versus guilt is the third stage of Erik Erikson's theory
of psychosocial development. During the initiative versus guilt
 stage, children assert themselves more frequently
through directing play and other social interaction.

4. Competence vs Inferiority
➔ Erikson's fourth psychosocial crisis, involving industry
(competence) vs. Inferiority occurs during childhood between the
ages of five and twelve.

➔ Children are at the stage where they will be learning to read and
write, to do sums, to do things on their own. Teachers begin to
take an important role in the child’s life as they teach the child
specific skills.

5. Identity vs. Role Confusion

➔ The fifth stage of Erik Erikson's theory of psychosocial development is
identity vs. role confusion, and it occurs during adolescence, from
about 12-18 years. During this stage, adolescents search for a
sense of self and personal identity, through an intense exploration
of personal values, beliefs, and goals.

6. Intimacy vs Isolation
➔ Intimacy versus isolation is the sixth stage of Erik Erikson's theory of
psychosocial development. This stage takes place during young
adulthood between the ages of approximately 18 to 40 yrs. During
this stage, the major conflict centers on forming intimate, loving
relationships with other people.

7. Generativity vs. Stagnation

➔ Generativity versus stagnation is the seventh of eight stages of Erik
Erikson's theory of psychosocial development. This stage takes place
during middle adulthood (ages 40 to 65 yrs).

➔ Psychologically, generativity refers to "making your mark" on the

world through creating or nurturing things that will outlast an
individual. During middle-aged individuals experience a need to
create or nurture things that will outlast them, often having
mentees or creating positive changes that will benefit other people.

8. Ego Integrity vs. Despair

➔ Ego integrity versus despair is the eighth and final stage of Erik
Erikson’s stage theory of psychosocial development. This stage begins
at approximately age 65 and ends at death. It is during this time
 that we contemplate our accomplishments and can develop
integrity if we see ourselves as leading a successful life.

➔ Individuals who reflect on their life and regret not achieving

their goals will experience feelings of bitterness and despair.

KOHLBERG’S THEORY MORAL DEVELOPMENT

➔ Kohlberg's theory proposes that there are three levels of moral
development, with each level split into two stages. Kohlberg
suggested that people move through these stages in a fixed
order, and that moral understanding is linked to cognitive
development. The three levels of moral reasoning include
preconventional, conventional, and postconventional.

● Level 1 - Preconventional morality

➔ Preconventional morality is the first stage of moral development and
lasts until approximately age 9. At the preconventional level children
don’t have a personal code of morality, and instead moral
decisions are shaped by the standards of adults and the
consequences of following or breaking their rules.

1. Preconventional morality – Stage 1: Punishment – Obedience

Orientation
➔ At stage one, obedience to rules and punishments for
breaking the rules determine the morality of the children.
According to Kohlberg, the children at this stage believe that
the rules set by their parents or teachers are fixed, and
 they will get punishment if they won’t obey these rules, so
to avoid the punishment, they follow these moral rules.

2. Preconventional morality – Stage 2: Individualism-Exchange

Orientation
➔ At stage 2, children start understanding that there is not a
single way of seeing any situation, it can be viewed from
different perspectives as every individual has his/her own
viewpoints. Children begin to look for their own benefit in
doing any action and focus on getting incentives or fulfilling
their own needs in exchange for doing that action.

● Level 2 - Conventional morality

➔ The conventional morality stage starts at around 10 years of age
and may last up to adulthood. At this stage, children focus on
being accepted by society and maintaining good relationships
with others. They start internalizing the values and norms of
the society and rigidly follow them as they think that these norms
are for their betterment as well as for society.

1. Conventional morality – Stage 3: Individualism-Exchange

Orientation
➔ At stage 3, the children/people are concerned about their public
image and want to be seen as a good person in society, which is
why this stage is also called the “good boy-good girl orientation
stage.” They start understanding the concepts of loyalty, faith,
and gratefulness. Their behavior and moral decisions are as per
the values, norms, and approval of society.

2. Conventional morality – Stage: 4 System-maintaining

Orientation
➔ Children/People at stage 4 also focuses on their behavior being
approved by their close relationships or surrounding people
like stage 3, but their perspective of looking at a situation becomes
wider at this stage because they judge different situations by
considering the collective view of society.

● Level 3 – Postconventional Morality

➔ Postconventional morality is the last stage of moral
development, and it is also known as the principal level of
morality. At this level, People believe that individuals are
part of society, but they also have their separate entities. If
the rule is good at the society’s level that does not mean
 that it is also good for the individual. They argue that
social rules or norms are important in society, but that does not
mean they can not question those rules, instead, they believe
in disobeying certain rules that they think are unjust or are not
in accordance with their own principles.

1. Post Conventional morality – Stage: 5 Social Construct

Situation and Individual Rights
➔ People at stage 5 begins to understand that every individual
has his/her own viewpoints, values, and opinions. They
view rules as a social contract rather than a strict order that
must be followed. They believe that norms should be
followed only if they make sense to them and serves the
well-being of both society and the individual.

2. Post Conventional morality – Stage: 6 Universal Ethical

Principles Orientation
➔ It is the final stage of moral development, and very few
people reach this stage. People at this stage follow their own
moral rules or principles, these principles may or may not
be in accordance with the law. They believe in following
basic human rights such as the right to life, liberty, freedom,
free speech, and justice, and they won’t hesitate to go
against society’s laws to defend these principles even if they
are going to face any criticism or legal action.

LESSON 4: DEEPENING FAMILY STRUCTURES AND LEGACIES

Family
➔ The term family comes from the Latin word familia. It refers to a
group of people related by affinity or consanguinity.

● The Family as a Social Institution

➔ As the basic unit of society, the family serves many
functions. It may appear to be intimate and private, but it is
social institution.

● The family as a Symbol of Tradition

➔ Undeniably, the family serves as a powerful cultural
symbol. There are many descriptions for which the family
stands.
CHARACTERISTICS OF THE FAMILY
● “As a social group, the family is universal” Across all nations in
the globe, the family is existent.

● “The family provides people their basic needs, whether tangible

or intangible.” It is the family that provides love, care, and
affection.

● “The family is the very first social group that people are
oriented with”. Family relationships transcend time and space.

● “The family shapes people’s beliefs, values, principles, views,

and dispositions in life.” The aspirations, dreams, ideals, and drives of
people spring from the family.

● “The family provides a venue for role modelling”, the very first
to serve as role models for the individuals are the parents.

● “The family provides the legacy and heritage of both material

and immaterial wealth.” They may leave a tradition of
education, achievements, and good values system.

● “The family that serves as a link of individuals with their social

institutions, it being a social group itself.” The dynamics on which
interpersonal relations has been founded is learned from the
family.

● “The family teaches and lays down the foundation of the

culture with which the individuals will eventually interrelate in a
bigger perspective such as community and society”.

● “The family is where individuals go back and find solace once

crises, challenges, and difficulties come their way as they journey
through life.” In almost all instances, the family understands and is
willing to defend its members whatever costs it may take.

TYPES OF FAMILIES
1. Nuclear family - In sociology and anthropology, a group of people
who are united by ties of partnership and parenthood and
consisting of a pair of adults and their socially recognized children.
ON THE BASIS OF STRUCTURE
● Family Orientation
➔ Consists of the individual, parents, brothers, and sisters. This is
the family where the person has been brought up and reared.

● Family of Procreation
➔ Consists of individuals, spouses, and children. Its purpose is to
create a family with them in preparation for adulthood.

2. Extended families - a family that includes not only parents and

children but also other relatives such as grandparents, aunts, or
uncles

ON THE BASIS OF BLOOD RELATIONSHIP

● A conjugal family
● A consanguineal family

ON THE BASIS OF ANCESTRY

● Patrilineal Family
● Matrilineal Family
● Bilateral Family

ON THE BASIS OF RESIDENCE

● Patrilocal Family
● Matrilocal Family
● Avunculocal Family
● Ambilocal Family
● Neolocal Family

ON THE BASIS OF AUTHORITY

1. Patriarchal Family
➔ Authority and Control

2. Matriarchal Family
➔ Authority and Control

3. Egalitarian Family
➔ Most filipino families are classified

ON THE BASIS OF MARRIAGE

1. Monogamous Family
➔ Is where a man marries only one woman at a time.
 2. Polygamous Family
➔ The man marries many woman at a time.

3. Polyandrous Family
➔ Is one where a woman marries many men and lives with all of
them or with each one alternately.

ON THE BASIS OF IN-GROUP AND OUT-GROUP AFFILIATION

Exogamous
➔ is one which allows marriage only outside of a social group.

Natural or Biological exogamy

➔ Is the matrimonial union of nonconsanguineal-related beings
restricted by incest law.

Cultural or Social Exogamy

➔ Is the matrimonial union external to a specific cultural or social
group.

Endogamous
➔ Is one which allows marriage within a social group.

● The Family in Relation to Adolescent Development

● Adjustments in the Relationship Between Parents and Children
● Family Still the Young People’s Priority
● Family Relationships and Discipline

PARENTING STYLES
1. Authoritative Parenting
➔ This is a parenting style characterized using rationale, warmth,
firm control, and issue-oriented discipline.

2. Authoritarian Parenting
➔ This is a parenting style characterized by toughness and
unreceptiveness. This type of parenting style is restrictive with
heavy punishment and little or no explanation or response.

3. Indulgent or Permissive Parenting

➔ This type of parenting approach, parents are responsive, but not
demanding. They are lenient and nondirective.
 4. Neglectful Parenting
➔ In this kind of nurturing style, parents are inattentive and are
remiss in their duties. They are basically unresponsive,
disconnected, and distant.

PREPARED BY: TERTIA BEATRICE D. SERRANO