PERSONAL

DEVELOPMENT
 WHAT IS
PERSONAL
DEVELOPMENT?
Pre-Test:

Direction: Write the word TRUE if the statement is

correct; otherwise, write FALSE.

1. Our self-knowledge cannot be influenced by our

past.
2. In determining our ideal self in the society, we
must see our behavior on an everyday basis.
3. Being private is irrelevant if we wish to continue
in developing our actual self.
4. Through studies conducted in history, our
parents have no important role in child-rearing
practices.

5. In bio-psychology and cultural psychology, the

crossing path of hereditary and environment are
irrelevant and shaping the self-concept.

6. Allowing ourselves to be molded by our

surroundings and be influenced by others is a
decisional aspect in reshaping our ideal self
7. We cannot change our behavior, hence our destiny when it comes
to familial or hereditary inclination.

8. In determining our self-concept, three categories of the self must

be considered.

9. In the early stages of development among children, oftentimes,

they are independent. Hence, they do not let their behavior be
influenced; neither do they need approval from their parents.

10. The self has no privacy, as often depicted in social media; we

allow ourselves to be seen as who we are and what we do
 WHAT ABILITY
OR SKILL DO
YOU WANT TO
IMPROVE MORE?
Self- Development: Knowing Oneself

Many of our millennial jump to conclusions about

themselves knowing more what, know and believe
they do about themselves and technology has
improved this definition through apps and media,
especially how they used these platforms in defining
themselves (Social Media and Doubt; Jacobson,
2020).
 Their social media profiles give a new meaning to who
they are as a person living in this digital age. However, this
does not answer the most and perhaps the fundamental
question, “Do you know yourself?” This question delves into
the fundamental entity of ourselves, the basic question of
understanding ourselves, not just through our expressions
in social platforms and the like but, deals in more “How
much do we know about our self?” in the process.
 Do you still remember your scores when you took
your NCAE in junior high school? Have you thought
about what you will do after your Senior High
School or beyond your college years? A great way to
refresh dreams and reminisce about your future is
to remember your “ideal self.” Psychologists call this
"future self." Below is a simple drill to refresh your
“current self.”
ACTIVITY 1:
My Self Through the Years
Instruction: Paste a picture of you when
you were in elementary, in high school,
and now that you are in senior high
school. Below the picture, list down your
salient characteristics that you
remember.
My Elementary Self My High School Self My Senior High
School Self
ANALYSIS: After having examined your “self” in its different
stages, fill out the table below:

Similarities in all Differences in my Possible reasons for

stages of my “self” “self” across the the differences in me
three stages of my
life
Follow up Questions:

1. How do you compare yourself now from before?

2. Do you think you can achieve more “now”, than that

you were small? Cite some examples.

3. There are many instances where in you can choose

who you can be as of now. Why this current “self”?
Explain.
 PERSONAL
DEVELOPMENT
 The Self, in contemporary literature and even common
sense, is commonly defined by the following characteristics:
“separate, self-contained, independent, consistent, unitary,
and private” (Stevens, 1996).

When we talk about the self, being “separate,” it means it

is distinct, different and unique from others. It has its own
uniqueness that defines him/her from others. It has an
identity of its own, even twins, may it be fraternal, is very
much distinct from the other. When we are talking about “self-
contained,” we describe its existence as having its own
independence. It may exist with or without others; it is
self-containing of its own thoughts, characteristics and
volition.
 For example, we make our profile pictures in social
media, carefully choosing a picture that expresses
more of our thoughts, that tells us of what we are, that
tells us what we are in real life. Although, in these
given times, it is easy to create another “self” or deceive
someone using a make-up “self”.
 Nevertheless, although it is relatively easy to make
another “self” in this age of social media and advance
technology, the “self” is very much consistent and
persisting. Every “self” has its own personality that is
enduring, that lasts during late adolescence. Its
uniqueness and its consistency allow it to be studied,
described and even measured (also means that a
particular self’s traits, characteristics, tendencies and
potentialities) are very evident and distinguishable from
other “selves.”
 The Self is unitary in that it is the center of all
experiences and thoughts that run a particular person.
It is the topmost executive in an individual where all
processes, emotions, and thoughts converged. Lastly, the
self is private. A person may sort out information, feelings
and emotions, and thought processes within the self. The
whole process is never accessible to anyone but the self.
This suggests that the self is isolated from the external
world. It lives within its own world.
 Having in its own world means, you can create or nurture what
you can be (ideal self) or maintain/improve your current self (actual
self).

The ideal self pertains to the image or aspirations of what you want
to become.

This may be similar in hoping characteristics that you do not

possess as of the moment, but may one day be part of who you are,
just like what Filipinos tend to watch in various talent shows. This
may be the ability to have a beautiful voice; or have different
achievements like the characteristics of your idols or other
international figures (Michael Jordan, Sarah Geronimo etc.)
 While the actual self as the term implies
“actual”, is your present self that you see on
the daily basis. It is the self that is constantly
keeping in touch in your everyday
experiences. It has the potential to improve or
develop as deemed by every individual. This
may also pertain to the gifts that you possess
that is innate in you when you were born.
 Combining these two categories of the self, it
established the distinction of the Self-Concept. This is a
collection of beliefs about one’s basic nature, unique
qualities, and typical behavior.

Although we may have so many dimensions in which we

describe ourselves such as “I’m grateful” or “I’m friendly”,
we have separate concepts of our physical, social,
emotional and intellectual selves; yet we are still referring
to one single entity that is unique and very distinct from
others (Don Hamachek,1992).
 Our various self-concepts are characterized by
relatively distinct thoughts and feelings. That is, we
may have considerable information about our
social skills and feel quite confident with regard to
them but have limited information about our
physical skills and feel less confident about this
aspect of our self. When a particular self-concept is
operating, its attendant thoughts and feelings will
strongly influence the way we process self-relevant
information (Fiske & Taylor, 1991).
 There are several factors that shape self-concept.
Among them are your own observations, feedback from
others and cultural values.

Your Own Observations In the process of self-

introspection, that may help you re-evaluate
your motivations and, in real-time, observing
what you do at this moment is one of the
significant information about your interest or
dislike. During early childhood, we start observing
our behavior and drawing conclusions about
ourselves.
We are aware of what we do; we dislike; can and cannot
do. Although, when we are still children, our observations
are not entirely correct or sometimes subject to change
and entirely up to us, to retain or to improve. We even
compare our observed selves from others. In social
comparison theory, people need to compare themselves
with others in order to gain insight into their own behavior
(Festinger, 1954; Goethals & Darley, 1977; Wood, 1989).
The potential impact of such social comparison was
dramatically demonstrated in an interesting study (Morse
& Gergen, 1970).
Feedback from Others

Positive and negative criticisms also create an impact on

self-concept. People talk about us or how they discriminate us
give an important aspect in shaping the selfconcept. The amount
of criticism, feedback we sometimes freely give, helps shape the
current self-concept of what we choose to be or not. As we grow old,
the number of significant and non-significant people in our lives also
grows. Everyone contributes in reshaping the self-concept. Even our
ability to accomplish something or destroy our selves comes from
painful remarks or constructive criticism of others. In child-rearing,
especially the parents, has a unique and essential role in rei
nforcing and shaping the self-concept.
 As children, we receive direct feedback from them. Their constant
approval and disapproval set guidelines for what should be or not,
shaping and inputting the values and characteristics of the children
and, later, becoming what they are when they grow. The saying
“Kung ano ang puno ay siyang bunga”,is a testament output family
values instilled inchildhood rearing practices. Aside from children
comparing their actions from others, they also compare themselves
to their parents. That is why sometimes, even when our parents are
gone, we still have their characteristics and values; we
unconsciously accept this as our self-concept, along with their
approvals and disapprovals.
 Most of us, especially when we are young, take
this sort of feedback to heart. Thus, it is no
surprise that studies find an association between
parents’ views of a child and the child’s selfconcept
(Wylie, 1979). There is even more substantial
evidence for a relationship between children’s
perception of their parents’ attitudes toward them
and their self-perception (Wylie, 1979).
Cultural Values/ Cultural Guidelines
Self-concept is also indirectly influenced by
cultural values. In the study of Cultural
Psychology, in this age of technology and social
media, we accept our differences, especially on
how we accept the culture and beliefs of others.
Japanese society does not tolerate corruption; the
Philippines has always been influenced or has
always had that familial clinging of thinking and
protectiveness
 The Chinese have always thought to have a strong business
minded stand in their points of view. The society in which we are
raised defines what is “good” and “bad” in personality and behavior.
American culture tends to put a premium on individuality,
competitive success, strength and skills. These cultural values
influence how we interpret our behavior. In the Philippines, our
cultural values were shaped by historical colonization, which is
evident in our present society, particularly our strong family ties.
Another is cultural hospitality that is deemed acceptable as our
nature. Even the dismal corruption that has been the perennial
problem of the country also shaped the tolerance of Filipinos as a
way of answering societal problems..
 Having Self-knowledge stems from the actual – self. It derives
from our social interactions of society that provide insight into how
others react to us. It is the same as gaining feedback from others.
The reaction of other people is an essential aspect of gaining actual-
self or our self-image. Even our social roles are adjusted, on how we
view ourselves today, and how ideally (ideal self) what we would like
to be in the future. There is a negotiation that exists between the two
selves, which is complicated by numerous exchanges between the
ideal self and actual self. These exchanges are exemplified in these
social roles, and they are adjusted continuously and re-adjusted.
Activity 4:

Do You Truly Know Yourself? Instruction: How

much do you know of yourself? How does your
“self” fair from others in responding in our
changing times, especially in adjusting to our “new
normal”? The exercise below is a simple activity in
affirming what our “self” in relation to our reaction
and feedback in our environment.
 What makes you
stand out from the
rest? What makes
your-self special?
 Questions Answers

1. How would you characterize yourself?

2. What makes you stand out from the

rest? What makes your-self special?
Instruction: Using the table below,
assess yourself as a Grade 11 student
by writing and categorizing the things
that is easier, difficult and impossible
for you to do at this young age.
EASY TO DO DIFFICULT TO DO IMPOSSIBLE TO DO
Human Development focuses on human growth and
changes across the lifespan, including physical,
cognitive, social, intellectual, perceptual, personality and
emotional growth. The study of human development is
essential to understanding how humans learn, mature
and adapt. Throughout their lives, humans go through
various stages of development. The human being is
either in a state of growth or decline, but either condition
imparts change.
Discuss developmental tasks and challenges
being experienced during adolescence;

Evaluate one’s development through the help of

significant people around him/her (peers,
parents, siblings, friends, teachers, community
leaders) and;

Identify ways that help one become capable and

responsible adolescent prepared for adult life.
DEVELOPMENTAL STAGES

The many physical, sexual, cognitive, social, and

emotional changes that happen during this time can bring
anticipation and anxiety for both children and their
families. Understanding what to expect at different stages
can promote healthy development. From the moment we
are born until the moment we die we continue to
develop. Some aspects of our life change very little over
time, are consistent. Other aspects change dramatically.
By understanding these changes, we can better respond
and plan ahead effectively.
Developmental Characteristics
Stage
Pre-natal Age when hereditary endowments and sex are
(Conception to birth) fixed and all body features, both external and
internal are developed.
Infancy Foundation age when basic behavior are
(Birth to 2 years) organized and many ontogenetic maturation
skills are developed.
Early Childhood Pre-gang age, exploratory, and questioning.
(2 to 6 years) Language and elementary reasoning are
acquired and initial socialization is experienced.
Late Childhood Gang and creativity age when self-help skills,
(6 to 12 years) social skills, school skills, and play are
developed. ;
Developmental Characteristics
Stage
Adolescence Transition age from childhood to
(puberty to adulthood when sex maturation and
18years) rapid physical development occur
resulting to changes in ways of feeling,
thinking and acting.
Early Adulthood Age of adjustment to new patterns of
(18 to 40years) life and roles such as spouse, parent and
bread winner
Middle Age (40 Transition age when adjustments to
years to initial physical and mental decline are
retirement) experienced.
Havighurst proposed a bio-psychosocial
model of development, wherein the
developmental tasks at each stage are
influenced by the individual’s biology
(physiological maturation and genetic
makeup), his psychology (personal values and
goals) and sociology (specific culture to which
the individual belongs)
 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Learning to walk

Childhood Learning to take solid foods
(0-5) Learning to talk

Middle Childhood Learning physical skills necessary for ordinary

(6-12) games
Building a wholesome attitude toward oneself
Learning to get along with age mates
Adolescence Achieving mature relations with both sexes
(13-18) Achieving a masculine or feminine social role
Accepting one’s physique
Achieving emotional
 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Learning sex differences and sexual modesty

Infancy and Early Readiness for reading
Childhood Learning to distinguish right from wrong and developing a
(0-5) conscience
Developing fundamental skills in reading, writing, and
Middle Childhood calculating
(6-12) Achieving personal independence
Developing acceptable attitudes toward society
Independence of adults
Adolescence Preparing for marriage and family life
(13-18) Preparing for an economic career
 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Early Adulthood (19-30) Selecting a mate

Learning to live with a partner
Starting a family
Rearing children
Managing a home
Starting an occupation
Helping teenage children to become happy and responsible
Middle Adulthood (30- 60) adults
Achieving adult social and civic responsibility
Satisfactory career achievement
Developing adult leisure time activities
Accepting the physiological changes of middle age
Adjusting to aging parent
 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Later Maturity(61+) Adjusting to decreasing strength and health

Adjusting to retirement and reduced income
Establishing relations with one’s own age group
Meeting social and civic obligations
Establishing satisfactory living quarters
 EASY TO DO DIFFICULT TO DO IMPOSSIBLE TO DO
AGE:
Birth to 2 years
old
2 to 6 years old
6 to 12 years
old
Puberty to 18
years
18 to 40 years
40 years to
retirement
Instruction. Please answer the following questions below.

Questions:

1. Being in Grade 11, what are the developmental tasks expected of

you? Rate yourself from 1-10 (10 as the highest) whether you have
accomplished those expected tasks?

2. As you are in Grade 11, you are in transition from high school to
college, from being an adolescent to young adult. How do you feel
about this transition? What is your turning point?

3. Do you think you are ready in this transition which may mean more
responsibilities and greater accountability? If no, what are the expected
tasks you need to work on? If yes, what are the ways so you can better
plan for the future?
DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Instruction: Using the Developmental Tasks Summary Table above, assess your
own level of development as a Grade 11 student. Use the worksheet below:

What are the expectedtasks What are the expected tasks What are the expected tasks
you have successfully you have partially you have not
accomplished? accomplished? accomplished?
ACTIVITY 3.1: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a
person’s life so that he can understand where he has gone wrong and
right in the past. It helps to plan the future in a better constructive way.
Instruction: Using a bond paper, write the major events in your life and
the significant people in your life. You may add your age, specific dates
and places. You may draw the timeline horizontally, vertically,
diagonally or even using ups and down depending on your imagination.
Be creative in your representations. You may also use symbols, figures
and drawings. Think of a title for your personal timeline. You may use
crayons or art materials depending on the available resources or just a
simple paper and pen may be fine. You can also go for the personal
timeline website template samples available online.
ACTIVITY 3.2: My Personal Timeline with Reflection Instruction:
Write about your Personal Timeline and answer the following
questions:

1. Is there a ‘center’ or a central theme in your timeline and life? If

you will give a title for your timeline what would it be and why?
2. Identify the turning points in your timeline. What were the
thoughts, feelings and actions that you experienced?
3. Who are/were the most significant people in your life? How?
4. What would you change or add, if you could? Also, how would
each of these changes or additions affect your life, or even change
its present course? 5. Continue to your future, where do you
want to be in a year, 5 years, 10 years? What do you expect your
future timeline will be?
 Mental
Health & Stress
Most Essential Learning Competencies
 Discuss the understanding of mental health
and psychological wellbeing to identify ways to
cope with stress during adolescence.
 Identify the causes and effects of stress in
one's life.
 Demonstrate personal ways to cope with
stress and maintain mental health.
 Most mental health problems diagnosed in
adulthood begin in adolescence. Half of the
lifetime diagnosable mental health disorders start
by age 14; this number increases to three fourths
by age 24. The most common disorders among
adolescents include depression, anxiety disorders,
and attention-deficit/ hyperactivity disorder and
substance use disorder. The table below shows
some common types of mental health.
 SYMPTOMS CAUSES
1. Depression Disorder of emotion or Self-images, body images,
mood (sadness, Separation of parents,
hopelessness, misery, emotionally unavailable
inability to enjoy). parents, parents who have
high marital conflict, and
On Cognitive aspects parents with financial
symptom manifest by problems. Poor personal
negative conditions about relationships, experiencing
self, world and future. peer rejection.

On Motivational symptoms
are loss of interest, lack of
drive, and difficulty on
starting in anything.

On somatic symptoms are

loss of energy, sleep
difficulties loss of appetite
and weight loss /gain.
 SYMPTOMS CAUSES
2. Eating Disorder Extraordinary weight loss Feeling negatively about their
bodies and highly motivated
to look like same-sex figures
in the media
TYPES OF EATING DISORDER
A. Anorexia Nervosa Persistent pursuit of thinner
built through hunger. Intense
fear of gaining weight.
Weighing less than what is
considered normal to their age
and height.
B. Bulimia Nervosa Binge eating and then purges
by self inducing vomiting or
using a laxative.

3. ANXIETY
A. Separation Anxiety Disorder
SYMPTOMS CAUSES
Over worrying about future events Genes likely play a role in causing
and fear is a reaction to current anxiety, as well as the home,
events. neighborhood, school, and other
environmental factors.
TYPES OF ANXIETY
Excessive anxiety felt by children
when their parents leave them.
They may worry that something
bad might happen to their parent
or to someone else they love. Refuse
to go to school or they may be
unable to go to sleep without a
parent being present. They may
have nightmares about being lost
or kidnapped. They may also have
physical symptoms like stomach
aches, feeling sick to their stomach,
or even throwing up out of fear.
 SYMPTOMS CAUSES

B. Generalized Anxiety Disorder The condition in which has many Genes likely play a role in causing
(GAD) worries and fears. They have anxiety, as well as the home,
physical symptoms like tense neighborhood, school, and other
muscles, a restless feeling, environmental factors.
becoming tired easily, having
problems concentrating, or trouble
sleeping. It involves worrying about
social situations, like having to go
to
C. Social Phobia school or having to speak in class.
Symptoms may include sweating,
blushing, or muscle tension. Often
overly sensitive to criticism and
have trouble standing up for
themselves. Has low self- esteem,
become easily embarrassed, and
become very shy and self-
conscious.
 SYMPTOMS CAUSES

D. ObsessiveCompulsive Disorder Frequent, uncontrollable thoughts

(OCD) ("obsessions") that are
unreasonable. These thoughts
come into their mind a lot. They
then need to perform certain
routines or rituals ("compulsions")
to try to get rid of the thoughts.
Children and adolescents with this
disorder will often repeat behaviors
to avoid some imagined outcomes.
E. Panic Disorder When they feel very scared or have
a hard time breathing and their
heart is pounding. They may also
feel shaky, dizzy, and think they
are going to lose their mind or even
die. The teen or child may not want
to go to school or leave the house at
all because they are afraid
something awful will happen to
them.
 SYMPTOMS CAUSES

F. PostTraumatic Stress Disorder The symptoms include jumpiness,

(PTSD) muscle tension, being overly aware
of one's surroundings
(hypervigilance), nightmares, and
other sleep problems. Feeling like
they are "re-living" the traumatic
experience
 No one experiences perfect mental health or well-being
all the time. However, ongoing mental health problems can
affect many areas of your life, such as relationships with
others, sleep appetite, energy levels, even the ability to
think clearly or make decisions, and inability to perform
daily tasks. In short, it can affect the totality of a person.
Nevertheless, one must learn to balance the different
aspects of one's life. Mental health and wellness matter in
as much as positive mental health allows people to grasp
their full potential, work productively, and make
significant contributions to society
 Being a student, a son/daughter, a brother/sister,
a choir member, an officer of the club and being a
member of the community are examples of different
roles of an adolescent, that comes with significant
responsibilities. Moreover, it can be overwhelming
sometimes and stressful because of its many
demands. In this multitasking world, it is better to
understand your situation to manage different
circumstances, solve problems, and resolve conflicts.
 What worries you a lot? What
makes you stressed out? But
first, let us define what is stress
and your stressor.
 According to Merriam-Webster, the stress as a
noun is a state of mental tension and worry caused
by problems in one's life, work, and many others
that causes intense feelings of worry or anxiety. As
stated by Ferret in his book Peak Performance,
stress is simply the body’s response to external
events (e.g., taking an exam or giving a speech) or
internal events (e.g., fear, worry, or unresolved
anger). Everything one experiences stimulate the
body to react and respond.
 Magpantay and Danao (2016) stated two
categories of stress: eustress and distress. Eustress
is positive stress for it is helpful—it motivates the
individual to keep on working and reach for the
goal. Distress, on the other hand, is negative stress
because it could give harmful implications to the
individual, such as anxiety and depression;
discourages the individual from becoming
productive; and could cause emotional, physical,
and psychological problems
The situations and pressures that cause stress
are known as stressors. We usually think of
stressors as being negative, such as an
exhausting work schedule or a rocky
relationship. However, anything that puts high
demands can be stressful. It includes positive
events such as getting married, buying a
house, going to college, or receiving a
promotion
Of course, not all stress is caused by
external factors. Stress can also be
internal or self-generated, when one
worries excessively about something
that may or may not happen, or have
irrational, pessimistic thoughts about
life.
KINDS OF STRESSORS

1. Cataclysmic events are strong stresses that suddenly

occur and may simultaneously affect many people
(Feldman, 2010). Natural disasters like typhoons, coding,
global warming effects, and earthquakes are examples of
this kind of stressors—likewise, man-made troubles such
as terrorist attacks, ship or plane crash, and bombings
2. Personal stressors refer to conditions, events,
situations, or anything that causes stress to an
individual. It could be positive or negative stressors
such as marrying, death of a loved one, getting a
new job or job loss, starting and ending class,
transferring to new schools, leaving old friends, and
many others. Moreover, stress occurs when the
individual is experiencing frustration, pressure, or
conflict.
3. Background stressors or daily hassles (Feldman,
2010) are also referred to as displeasures that could
be encountered every day, such as standing in the
long line while waiting for the train, stuck in heavy
traffic, noise, and pollution of the environment.
Another background stressor is experiencing
dissatisfaction with school or a job, being in an
unhappy relationship, or living in crowded quarters
without privacy (Feldman 2010; Weinstein et al., 2004;
McIntyre, Korn, & Matsuo, 2008)
Stress symptoms may affect one's health, even
though one may not realize it. You may think
illness is to blame for that irritating headache,
frequent insomnia or decreased productivity at
work. However, stress may be the cause.
Common effects of stress Indeed, stress
symptoms can affect your body, thoughts,
feelings, and behavior. Your ability to recognize
common stress symptoms can help you manage
them. Stress that is left unchecked can
contribute to many health problems, like
hypertension, heart disease, obesity, and
diabetes.
On your body On your mood On your behavior
Headache Anxiety Overeating or
undereating
Muscle tension or pain Restlessness Angry outbursts
Chest pain Lack of motivation or Drug or alcohol misuse
focus
Fatigue Feeling overwhelmed Tobacco use
Change in sex drive Irritability or anger Social withdrawal
Stomach upset Sadness or depression Exercising less often
 You can choose to perceive stress as a challenge or
something to avoid. You can choose a positive,
optimistic outlook; use resources; and re-channel
energy in positive and productive ways. Stress is
something you can learn to manage with coping
strategies. A little stress can add excitement to one’s life
and may even help you to be motivated. However,
failure to cope with prolonged stress effectively can wear
you down. The solution is not to avoid stress but to
acknowledge it directly by learning to manage and
channel it
You may try the following strategies:
1.Become attuned to your body and emotions. Become
aware of your body and its reactions. Permit yourself to
feel several different emotions, but also learn strategies
to pull yourself out of a fall. Remember that you have the
power to change negative, hurtful thoughts and to create
positive habits.
2. Exercise regularly. Experts say that exercise is one of
the best ways to minimize stress, loosen up the
muscles, and promote a sense of well-being
3. Dispute negative thoughts. Negative thinking can lead to
a self-fulfilling prophecy; if you say you are going to fail, you
probably will. You can change these negative thoughts to
confident, optimistic, and positive thoughts and actions.

4. Rest and regenerate your mind, body, and spirit. You do

not have to practice a particular type of meditation; just
create a time for yourself when your mind is free to rest and
quiet itself.

5. Use breathing methods. Deep breathing reduces stress

and energizes the body
6. Develop hobbies and interests. Hobbies can release stress. Sports,
painting, reading, and collecting can add a sense of fun and meaning
to your life.

7. Create a support system. The support and comfort of family and

friends can help you clear your mind, sort out the confusion, and
make better decisions. A group of people with similar experiences
and goals can give you a sense of security, personal fulfillment, and
motivation.

8. Develop a sense of humor. Nothing reduces stress like a hearty

laugh or spontaneous fun.
9. Plan; do not worry. Leading a disorganized life is stressful. Write
down what has to be done each day; never rely on your memory.

10. Be assertive. Assertive communication helps you solve problems,

rather than build resentment and anger, and increases your
confidence and control over your life.

11. Keep a journal. Writing in a journal also helps clarify your

concerns and decisions and can give you a fresh perspective.

12. Get professional help. With a counselor's guidance, you can gain
insight into your reaction to stress and modify your perception and
behavior.