Senior High School Core Subject Perdev

SENIOR HIGH SCHOOL CORE SUBJECT
Knowing Oneself / Understanding Oneself During Middle and Late Adolescence
Day 1
Knowing more about yourself is of paramount importance. Your self is the total, essential, or particular
being of your person. It also refers to the core qualities that distinguish you from others. It consists of both
conscious and unconscious aspects of a person.
The Aspects of the Self
Psychology classifies developmental stages as prenatal, toddlerhood, childhood, (early, middle and late),
adolescence (puberty, middle, and late), adulthood (early, middle, and late), and old age or senescence. your
developmental Stage is called adolescence.
The Unique Self

Looking at yourself and your classmates, you may immediately distinguish that each of you is unique and
special in some ways. That’s why comparing to others is unfair to both yourself and others. The physical,
cognitive or mental capacities, emotional responses, and ways of connecting and socializing with others
including your values and beliefs are different.
A person’s unique self is comprised of the following aspects:
1. Characteristics This refers to unique features or qualities typically describing you as an adolescent
including those stated in your developmental stage discussed earlier in this chapter.
2. Habits This refers to special or unique tendencies, activities, or practices that you find yourself having
difficulty letting go or giving up because you like doing them.
3. Experiences This refers to significant experiences that contributed to your unique self have created an
impact in your life and changed you from where you were to where you are.
Knowing oneself can assist you in achieving total development. you get to appreciate the time to look
more closely into yourself, have the opportunity to understand yourself by identifying your strengths and
limitations, and eventually share them to others. This allows us to understand and deal with other people in
the long run.
Prepared and Created By:

Mrs. Jewela J. Guiriba, MBM
SHS ABM Strand Coordinator/Subject Teacher
Recognizing one’s inner strengths and weaknesses gives a person the capability to empower oneself.
This is called self-awareness or self-empowerment. It is when one recognizes his/her traits as something very
important to one’s ability to place importance on continuous learning to improve oneself.
Self-empowerment is not always going towards the easy way. One may experience frightening and
stressful events in life which makes him/her feel lonely and disappointed. When this happens, one may feel
frustrated for the rest of his/her life. To prevent this from happening, one may need some reassurance that
something good may come out of this negative feeling sooner or later. What if there is none?
If you are aware of your strengths and weaknesses, you will find out that you can get along well with
yourself. This means that you can take control of your approach to life and to others. This is a gift to yourself.
Self-concept
One of the forerunners of humanist psychology was Carl Rogers who is especially well-known for client-
centered therapy. Counseling in this type of therapy creates a non-judgmental environment by being open,
honest, accepting, and empathetic. the term ‘empathy’ refers to the ability to recognize and feel the emotions
of others. It is as simple as putting yourself in others' shoes. This client-centered approach aims to help those
who need to find their own answers to their questions. In short, that person has to come up with the
solutions.
Self-concept is the person’s perceptions and beliefs about himself/herself. It is what you understand
about yourself. It includes your physical appearance and your body image, social character or abilities, and
your thinking.
According to Rogers, self-concepts have three different components:

1. Self-worth – also called self-esteem, is the set of beliefs we hold about ourselves.
Rogers believed that for positive self-worth to develop, one has to receive unconditional positive
regard. Unconditional positive regard is acceptance no matter what a person says or does and support
despite mistakes and shortcomings.
2. Self-image – is how we see ourselves, such as whether we see ourselves as being attractive or
unattractive.
3. Ideal self – is the person we would like to be.
Our ideal selves have fulfilled our goals and ambitions. But the ideal self can change over time. One’s
goals and ambitions today may differ from the goals and ambitions you had when you were in primary
school.
Self-concept and Its Aspect

There are many aspects of yourself that can make up who you are and who you believe yourself to be.
Among them are:
1. The physical self

Are you tall? are you far? Are you handsome?
Who you are physically is important to many people. For example, you are an active person. you
see to it that you are physically fit because you are the type who is always on the go. being strong and
healthy is a big part of how you define yourself.
There are some, though, whose physical self is still part of their self-concept, but in an opposite
manner that it is for you: their physical self is out of shape and overweight.
2. The social self

Are you shy? Are you confident? Are you sociable?
Say, you are the type who does not have so many friends – just a few who are very close to you. You
like spending time with them and that every day you realize that you still discover new things about
them. This is part of your social self, this is, how you, as a person, relate to others.
3. The competent self

Are you good in sports? can you swim? Can you draw?
Competence is the ability of a person to provide for their basic needs. For example, your best friend is
a hard worker and is able to achieve many things in school. She feels like she is competent, which is a
big part of her self-concept.
4. The inner self

Are you happy? can you make decisions easily? Are you pessimistic or optimistic?
Also sometimes called the psychological self, this is made up of the feelings and thoughts that a person
has deep inside them.
For example, you worry a lot about the future and what it will bring. You like to ponder deep thoughts
and read about philosophers who try to get at the meaning of life.
“I versus Me”
Two elements are very evident to a person’s self – the “I” and the “Me”. The I is the person deep inside. This
is the part of a person that is antisocial and just about how you feel.
For example, when you see someone else being rude, you want to shove them and knock them down. This is
your “I” at work you feel something deeply and want to react to it.
Note that a person’s “I” is not always in charge. The Me is the part of a person that is about being in society.
This is the part of a person that is about being in society. This is the part of a person that is about
understanding and obeying the rules of society. For example, even though you might want to push a rude
person, you still understand that that is not probably the best idea. So, instead, you talk to the person and try
to make them understand that others have feelings, too. Your “ME” is figuring out the best way to act.
A person’s actions can be controlled by either “I” or their “Me”. When you want to defend your friend from
someone who is rude, your “I” is talking over and controlling your actions. But, when you were able to control
your impulses, your “Me” is in charge. knowing which one (the “I” or the “Me”) is motivating our actions is a
big part of self-understanding.
Introduction
What does it mean to be a whole person? You are a whole person with unique physical, social,
emotional, spiritual, and intellectual needs and experiences. You have to understand that you are still growing,
changing and developing in the life of an adolescent – the Physiological development of the adolescent.
SENIOR HIGH SCHOOL CORE SUBJECT
Developing the Whole Person

Day 2
Psychology refers to the science of mental processes and behaviors. To understand your whole personal
development as an adolescent, you first need to unlock some essential concepts.
Physiological development
Most people often confuse the term adolescence and puberty and use them interchangeably. Since
childhood, you have experienced changes that might have brought you some discomfort. The transition begins
at puberty or early adolescence where most physical development changes occurs in both gifts and boys.
Girls (12 to 14 years old) Boys (12 to 14 years old)

Breast development as first pubertal change Testicle enlarges as the first pubertal change
Pubic hair appears next Penis enlarges one year after the testicles
develop
Hair under the arms begins to grow at years Appearance of pubic hair at 13.5 years old
old
Menstruation may start as early as 10 years Nocturnal emission (or “ wet dreams”) may
old and as late as 16 years old happen at 14 years old
Hips become more defined and curved Hair under the arms and on the face grows
The voice becomes firmer and fuller Voice becomes firmer and fuller
Acne starts appearing at 15 years old
“Adam’s apple” becomes visible
Middle (15 to 17 years old) to adolescence (18 to 21 years old)

By middle to late adolescence, the physiological changes become more stable. At this stage, you have
become more mature and profound with a sense of acceptance and comfort, already embracing these
physical change despite some emotional turbulence at certain points in your life.
Cognitive Development
refers to your capacity to think and reason, from your childhood years to your current stage, your
cognitive development reflects a more complex process of thinking called formal logical operations, which
include the following abilities.
Do abstract thinking and mental exercises considering future possibilities.
Form ides and questions from observed realities or by simply imagining and realizing the connection of
one possibility to another.
Consider and compare varied opinions
Figure out the process of thinking.
During middle Adolescence

has a more complex thinking process
uses the capacity to reason out, which makes him/her sound philosophical and future-oriented
is more comprehensive in delivering questions and analysis
start to consider his/her own “code of ethics” (evaluating what is right and what is wrong before acting
out)
considers the question “Who am I?”
can state more systematic life goals
think about and begin to make his/her plans
starts to plan out and consider long-term possibilities
uses systematic thinking and begins to influence relationships with others.
During late Adolescence

exhibit a more established thinking from concrete to abstract
is now hypothetical with the capacity to discern using basic principles applied to specific situations
encountered
is more analytical and can figure out future possibilities and outcomes of events
can manipulate and cluster ideas and can create a system of sorting these ideas or abstract thoughts to
come up with a more focused solution to specific concerns
can empathize and feel more for others with careful consideration of varied points of view
is more sensitive to the needs of others and more interested in social issues
discovers and appreciates the diversity of people and their perspectives so that he/she can consider
varied options in solving problems
is more philosophical and idealistic
Social and Emotional Development

Social and emotional development during middle and late adolescence are intertwined. As adolescents
connect with others, they bring with them emotions that may affect the people they connect with. They may
experience some difficulties in controlling their emotions and being tactful when communicating.
During childhood years, the scope of a person’s socialization is usually limited to family and friends in
the neighborhood and school. Children easily label others as “friends”. During middle age and late
adolescence, the range of socialization widens to involve organizations where adolescents get to meet a lot of
people. Thus relationships become more complex. At this stage, they can distinguish “acquaintance” from
“friendship.” Furthermore, more, more advanced cognitive abilities result in a more enhanced quality of
interpersonal relationships. since adolescents form different types of relationships, some of these could
become more intimate like romantic relationships which add color and excitement to the life of adolescents. It
is at this time also when they need to balance time, energy, and attention.
Spiritual Development
Research on adolescents’ spirituality and involvement states that 50 percent of young people engage in
spiritual activities every week and more than 75 percent share spiritual topics with their peers. During
adolescence, spiritual awakening happens and adolescents become aware of the existence of the divine, share
their spiritual experiences with peers, and find a way to put faith into practice.
Adolescents express their spirituality, by joining clubs and campus religious ministries where they
express themselves and find meaning for certain aspects of their adolescent life. Lively discussions and
activities inspire them to explore more about their faith. Adolescents whose parents involve them in spiritual
activities will most likely retain their faith when they reach adulthood. strong parental leadership helps teens
find and keep a strong spiritual faith.
Introduction
You have just learned the various aspects of holistic development physiological, cognitive,
psychological, moral and social development.
The total development of an adolescent is too compound and yet it can be best explained in
terms of the developmental task that go with each stage.
“Behind you are the challenges you’ve met. Before you lie new possibilities. Today you choose the direction
of your life.”
-Anonymous-
Developmental Stages
About a few years ago, Professor Robert Havighurst (1948) of the University of Chicago identified
several developmental tasks associated with the adolescent transition. According to Havighurst, each task
plays a significant factor in the overall sense of self of an adolescent which they carry with them as they move
toward and into young adulthood.
In an unpublished book written by Ingersoll entitled Normal Adolescence, the adolescent must:
1. adjust to a new physical sense of self.
2. adjust to new intellectual abilities
3. adjust to increased cognitive demands at school
4. develop expanded verbal skills
5. develop a personal sense of identity
6. establish adult vocational goals
7. establish emotional and psychological independence from his or her parents.
8. develop stable and productive peer relationships.
9. learn to manage her or his sexuality
10. adopt a personal value system
11. develop an increased impulse control and behavioral maturity
Transition from Childhood to Adolescence Stage

During the early adolescent years, young people make their first attempts to leave the dependent,
secure role of a child to establish themselves as unique individuals independent from their parents.
Early adolescence (12- 13 years old) is marked by rapid physical growth and maturation. The focus of the
adolescent’s self-concepts is often on their physicality and acceptability. Early adolescence is a period of
instense conformity to peers. Adolescents strive to get along well with their peers and their worst fear is to be
seen as “different” by them.
Middle adolescence (14-17 years old) is marked by the emergence of new thinking skills. The intellectual
world of the young person is suddenly greatly expanded. Their concerns are more directed toward their peers
while their desire for psychological independence from their parents intensifies. Muchof their psychological
energies are directed toward preparing for adult roles aand making preliminary decisions about vocational
goals. Despite some delinquent behavior, middle adolescence is a period when young people are oriented
towards what is right and proper, develop a sense of behavioral maturity, and learn to control their
impulsiveness.
Late adolescence (18-21 years old) is marked with the final preparations for adult roles. The developmental
demands of late adolescence often etend into the period known as young adulthood. Late adolencents
attempt to crystalize their vocational goals and establish a sense of personal identity. Their need for peer
approval is lessened and they are largely psychologically independent from their parents. The shift to
adulthood is nearly complete.
Becoming Responsible Adolescents

adolescencents may be so excited to look and act like adults, but they should first become responsible
adolescents. Primarily, responsibility calls for accomplishing the basic developmental task defined and marked
by psychology as something that have to be normally done by them.
1. Focus on school task such as joining classes, clubs, doing assigned homework
2. Relate properly properly with teachers and classmates
3. Eat the right kinds of food
4. Exercise often
5. Avoid drugs
6. Get enough sleep
7. Visit the doctors regularly to get medical advice related to health and wellness
8. Be neat and tidy and observe good hygiene
9. Maintain a positive attitude
10. Be honest with your parents and related with them properly
11. Read more books or browse the web to learn about becoming responsible adolenscence.
Introduction
Stress, distress, eustress: what exactly do these mean? Just thinking about these terms may stress you
out! When you do something, it causes you a little bit of stress. Hopefully, only a little bit. Some stress may be
good for you, while others might be bad.
“The greatest weapon against stress is our ability to choose one thought over another.”
-William James-
When there are real or imagined distruptions in our lives, may it be a demand or a stimulation in our
life., stress occurs. Stress is the psychological and physiological response to these changes in life. Bad stress,
which results from unpleasant events that lowers the quality of life, is called distress. On the contrary.
eustress or good stress, enhances a perso’s quality of life. “Distress is set to Depress, but eUstress can bring
yoU success.”
Type of Stress
Eustress
You may doubt the above claim about stress being good became we have always understood stress as
something that is bad for us but this is not always the case.
Eustress can results from:

falling inlove with someone
participating in a bull game you love
seeing your crush
anticipating a drop in a roller coaster ride you enjoy
getting into a relationship
Eustress is a manageable type of stress. It does not overwhelm you and it does not last long like some types of
distress. But take note, too little eustress can lead to being bored and too much eustress may endanger your
health like adrenaline junkies might when you seek out this pleasurable form of stress by doing activities like
skydiving and base jumping over and over again.
Distress
Distress, on the other hand, comes from being involved in or anticipating unpleasant things like:
death of a loved one
loss from a contest
financial difficulties
injury or abuse
Unlike eustress, this stress can:

cause anxiety which is unpleasant
lead someone to feel as if they are overwhelmed and unable to cope
decrease a person’s performance in things like school work or life in general
might lead to mental and physical health problems
may be short or long term
One particular form of distress may not be a bad thing in the short-term. This type of distress is one that can
actually save your life. Known as fight or fight response, it is our response to stress that makes the body
prepare to confront or avoid a situation.
A good example of this would be if you were to be walking outside in the woods, only to come across a bear
out of nowhere! You would, even without thinking about it, enter into this primitive and instinctive stress
response in order to do everything you can to survive a potential bear attact.
What are Stressors?
School and Interpersonal stress

There is test anxiety that cause distress during an exam – even intelligent students may do poorly on a
test when they prepared for it very much. There is also speech anxiety, which is even far worse than test
anxiety for many. Notice the reactions of some of your classmate whenever your teacher announces that
there will be a graded recitation, you need to report about a topic, or you need to deliver an essay for your
speech class – they just seem so restless. Having to speak your mind in front of a group of people can cause a
stir upon one’s mind and body. certainly, there is the math anxiety, the feeling that you are incapable of doing
well for as long as it is related to math.
Stress from the Environment
Environmental Stressor such as light, noise, smells, pollution of all sorts, and temperature can add
misery to an already difficult situation (Gregson 2000). Sometimes you want to go to sleep early because of a
tiring day but you cannot because your dorm mate has friends over who make humongous noise.
Internal Stressor
Procrastination, the tendency to put things off until a later time, increases stress. You have a project to
submit and it was announced a month ago so you have enough time to work on it but because you kept
wasting your time on something else, delaying your schedule to work on it, you had to cram the night before
for the sake of submitting a project.
Other examples of internal stressors include:
Perfectionism: the desire to perform or complete things with no room for mistakes.
self-criticism
expecting too much from ourselves in a short space of time
Indicators That You have Successfully handled Stress
Understanding the nature of stress and identifying the various strategies on how to deal with your
stressors are essential. However, here are some indicators that will help you determine if you are coping well
with stress.
1. Emotional stability. Remaining calm and not being carried away by your emotions signals a healthy way
of coping.

2. Being tactful. being able to express your thoughts and feelings in a nonaggressive manner indicates
your capacity to handle stress.
3. Doing well in school. your ability to meet all your academic requirements and get high scores show
your capacity to cope with the various demands of the school.
4. Learning to say “NO” by being firm on what you believe is right and saying “no” to peer pressure is a
positive sign of being able to cope well with stress.
Introduction
Stress, distress, eustress: what exactly do these mean? Just thinking about these terms may stress you
out! When you do something, it causes you a little bit of stress. Hopefully, only a little bit. Some stress may be
good for you, while others might be bad.
Impact of Stress
The effects that stress has on the body are different for each person, but it is equally important to be
able to identify the effects stress has on you. This will enable you to realize you are stressed and hopefully
come up with a means of stopping or dealing with the issue. Some of the effects stress can save on a person
are:
1. Physical: You may experience physical issues with your body such as headaches, muscle tension,
fatigue, change in eating habits, and even loss of sleep.
2. Mood: You may start having moods that are driven by anxiety. You might become less motivated to do
work, get angry quickly, or be short-tempered and possibly fall into sadness or depression.
3. Behavior: You might start to not eat as much, yell at or become irritated with individuals more quickly,
and even turn to alcohol or drugs to deal with the issue.
How to Reduce, Prevent, and Cope with Stress

When you are under stress, you sometimes feel that there is nothing you can do about it. The school
projects keep coming, you feel that there will never be more hours in the day, and your responsibilities will
always be demanding. But remember, you have more control over stress than you might think.
Stress Management is all about taking charge of your lifestyle, thoughts, emotions, and the way you deal with
problems. No matter how stressful your life seems, there are steps you can take to relieve the pressure and
regain control.
Stress Management
In dealing with stress, you have to keep in mind that there is no “one size fits all” -each of us responds
differently to stress. However, if you feel that stress is getting out of hand, do your part to take some action
because you do not want harmful effects to spiral in the future.
Stress management can teach you healthier ways to cope with stress. some of you may feel hopeless and
powerless when stressed out but do not ever forget that you still have control over your thoughts, emotions,
and the way you deal with your problems. Stress management allows a person to:
1. change the stressful situation when he/she can
2. reverse one’s reactions when he/she cannot
3. take care of yourself
4. make time for rest and relaxation
Stress Journal
 What causes your stress?
 How did you feel both physically and emotionally?
 How did you react?
 What did you do to feel better?
Coping with Stress: The Unhealthy Way

Some coping strategies below may reduce stress but only temporarily. What you are not aware of, they
can have lasting negative effects on your life.
➢ Smoking and drinking
➢ Using drugs to relax
➢ Splurging on junk or comfort food

➢ Sleeping too much
➢ Spending too much time in front of TV or computer
➢ Withdrawing from friends, family and other activities
➢ Procrastinating
➢ Pretending to be busy to avoid facing problems
➢ lashing out your stress on others (angry outbursts, physical violence, and the like)
Coping with Stress: The Healthier Way
You will soon realize that when your methods of coping with stress are not helping you, it is about time
that you find healthier ones. of course, there is no single method that works for everyone or in every situation.
It is up to you to experiment with what strategy pacifies you and makes you feel calm.
➢ Get in motion
➢ Engage Socially
➢ avoid Unnecessary Stressor
➢ After the Situation
➢ Adapt to the Stressor
➢ Accept the things you cannot change
➢ Have fun and relax
➢ Adopt a healthy lifestyle
Introduction
The development of all sorts of organs occurred to you when you were still in your mother’s womb.
Slowly but surely, they all grew to become very important in your daily activities. They mature into the
structures in your adult brain that make life possible for you today.
The Human Brain
The Human Brain is located in the head and is protected by the skull. It is the organ considered as the
command center of the nervous system responsible for receiving inputs from the sense organs and sends
output to muscles.
Our brain is comparable to a globe. You definetly know that our world, the Earth, is divided into parts.
They are individually called Hemispheres. Our brain is separated into two halves-each half is called
hemisphere.
All of us have two hemispheres – one is called the right hemisphere and the other is called the left
hemisphere. When reffering to the left hemisphere versus the right hemisphere, it is important to remember
that we are talking about your own body’s perspective. This means that just like your left arm is on the left
side of your body, your left brain hemisphere is on the left side of your head, too. The same goes for your right
arm and right hemisphere – they are both on your right side.

Exterior Parts of the Brain
Frontal Lobe – it 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, directing problem-solving,
and regulating excesses of the emotional system.
It also contains the self-will area or personality.
According to Geday and Gjedde (2009) your working memory is mostly located in your frontal
lobe, where your focus occurs.
Temporal Lobes – deal with sound, music, face, object recognition, and some parts of long-term
memory. The speech centers are located at the left temporal lobe. Located at the back of your head are
the paired occipital lobes, which function for visual processing.
Parietal Lobes – involved mainly with spatial orientation, calculation, and certain types of recognition.
Motor Cortex – it controls your body movement; it works with the cerebellum to coordinate the
learning of motor skills. The somatosensory cortex processes the signals of touch, which are received
from other parts of the body.
Interior Parts of the Brain
Brainstem – it consists of the medulla, the pons, and the midbrain which controls breathing,
digestion, heart rate and other autonomic processes. The reticular activating system (RAS) is also
located in the brainstem that is responsible for your brain's alertness.
 Above your brainstem and below the cerebrum is the limbic system, that is composed of the structures
that have different functions such as generation of emotion and processing of emotional memories. Its
location allows the interplay of emotion and reason.
 The four parts of the limbic system which are important to learning and memory are the thalamus,
hypothalamus, hippocampus, amygdala.
 Thalamus – involved in many cognitive activities, including memory.
 Hypothalamus – it is in charge of monitoring the internal systems to maintain homeostasis or the
normal state of the body. It moderates different body function, which include sleep, body temperature,
and food intake, by controlling the release of some hormones.
Hippocampus – does an important role in consolidating learning and converts to the long-term storage
regions. It is significant in creating the meaning of information by comparing those that are at working
memory and those that are stored experiences. According to Balu and Lucki(2009) it is capable of
neurogenesis, the production of new neurons that has a significant effect on learning and memory.
Amygdala – known in taking part of the emotions, especially fear. It plays an important role in
regulating your interactions with your environment that can help you survive. It also encodes the
emotion whenever a memory is kept in the long-term storage.
Cerebrum – the largest brain structure, representing nearly 80% of the brain by weight. It has folded
bulges called gyri, and it is marked by deep furrows called fissures and shallow ones called sulci. It is
divided into two halves, called the cerebral hemisphere. The left and right hemisphere are connected
by a large bundle pf nerve fibers called the corpus callosum.
Cerebellum – it plays an important role in balance and motor control. It is also involved in some
cognitive functions such as attention, language, emotional functions and processing of procedural
memories. It is also involved in mental rehearsal of motor skills, which is essential in improving
performance and becoming more skilled.
The Whole Brain Model
Logical Holistic
Analytical Intuitive
Fact-based Integrating
Quantitative Synthesizing
Holistic Interpersonal
Intuitive Feeling-based
Integrating Kinesthetic
Synthesizing Emotional
The Right and Left Brain Theory
According to the theory of right-brain or left-brain dominant, each side of the brain has its designated
function and each person has his/her own preference as to which side is mostly used. This means that
one person prefers one type of thinking over the other. A person who is "right-brained" is mostly said to
be more intuitive, thoughtful and subjective. The "left-brained" person on the other hand is logical,
analytical and objective.
The right brain The left brain
According to the right-brain, left-brain The left side of the brain is considered to be
dominance theory the right side of the brain adept at tasks that involve logic, language, and
is best at expressive and creative tasks. Some analytical thinking.
of the abilities popularly associated with the
right side of the brain include the following.
 Recognizing face  Language

 Expressing emotions  Logic
 Music  Critical thinking
 Reading emotions  Numbers
 Colors  Reasoning
 Images
 Intuition
 Creativity

How to use both sides of the brain if you are left-brained
You should do the following in order to use both sides of your brain if you are left-brained:
1. Balance mind and heart when you communicate or engage in activities.
2. Use images and visualization exercises.
3. Listen to music. Find any interest or hobby that awakens and challenges your creativity.
Try to break you daily routine, schedule and plans and engage in unplanned trips or activities
How to use both sides of the brain if you are right-brained
You should do the following in order to use both sides of your brain if you are right-brained:
1. Engage yourself deeper into getting facts and details
2. Engage in planning activities or exercises.
3. Play complex games that interest you like chess or any board games
4. Work with numbers and explore or study any mathematical topics.
What is mental health?

Mental health includes our emotional, psychological and social well being. It affects how we think, feel,
and act. It also helps determine how we handle stress, relate to others and make choice.
Early warning signs

If a person is experiencing one or more of the following feelings or behaviors, it can be an early
warning sign of a mental health problems.
Eating or sleeping too much or too little
Pulling away from people and usual activities
Having low or no energy
Feeling numb or like nothing matters
having unexplained aches and pains
Feeling helpless or hopeless
Smoking, drinking or using drugs more than usual
Feeling unusually confused, forgetful, on edge, angry,upset, worried, or scared.
Yelling or fighting with family and friends
Experiencing severe mood swings that cause problems in relationships
having persistent thoughts and memories you can’t get out of your head
Hearing voices or believing things that are not true
Thinking of harming yourself or others
Inability to perform daily task like taking care of your kids or getting to work or school.
Types of mental illness

1. Anxiety Disorders
2. Mood disorder
3. Psychotic disorder
4. Personality disorder
5. Eating disorder
6. Development disorder
7. Behavior disorder
8. Addictions
Common Mental Health Disorders Among Adolensence

Depression
Anxiety
Eating disorder
Attention Deficit/Hyperactive Disorder (ADHD)

Dimention Wellness
 Physical wellness
 Psychologocal or emotional wellness
 Social wellness
 Intelectual wellness
 Spiritual wellness
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Senior High School Core Subject Perdev

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Senior High School Core Subject Perdev

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SENIOR HIGH SCHOOL CORE SUBJECT

Knowing Oneself / Understanding Oneself During Middle and Late Adolescence

The Aspects of the Self

The Unique Self

Prepared and Created By:

According to Rogers, self-concepts have three different components:

Self-concept and Its Aspect

1. The physical self

2. The social self

3. The competent self

4. The inner self