PERSONAL DEVELOPMENT 3.

Hidden Area (Facade): This quadrant

– process in which a person reflects upon represents aspects of ourselves that we know
themselves, understand who they are, accept but keep hidden from others. It includes
what they discover about themselves, and personal thoughts, feelings, experiences, or
learn (or unlearn) new sets of values, attitudes, insecurities that we choose not to share openly
behavior, and thinking skills to reach their fullest with others.
potential as human being.
4. Unknown Area (Unknown): This quadrant
represents aspects of ourselves that are
Self Concept unknown to both ourselves and others. These
– refers to your awareness of yourself may include latent talents, undiscovered traits,
– refers to how you think about yourself through or subconscious motivations that have not yet
evaluation and perception come to light.
– to be aware of the self, one must have a
concept of oneself 5 ASPECTS IN DEVELOPING THE WHOLE PERSON
Task to be fully aware: 1.) Physiological
• To be aware of your strength, weakness, likes,
and dislikes  Health Maintenance
• To observe and be aware of your moods, – a systematic program or procedure planned
reactions, and responses to what is to prevent illness, maintain maximum
happening around you function, and promote health
• To become aware of these and emotions
 Physical Fitness
affect your state of mind
– exercising on a regular basis and engaging in
Categories of Self Concept various types of physical activities

Actual Self 2.) Cognitive

– who you really are
 Intellectual Capacity
– is built on self-knowledge which is derived
– expanding broad-based knowledge and
from social interactions that provide insights
thinking analytically, critically, and creatively
into how others react to you
3.) Psychological
Ideal Self
– who you want to be  Emotional Health
– an idealized image that we have developed – knowing, recognizing, and managing one’s
over time, based on what we have learned own emotions
and experienced
 Self-Appreciation
– understanding, affirming, and appreciating
Johari Window one’s self
– visual representation of what you know about
4.) Spiritual
yourself, and what others know about you, to
help develop self-awareness and trust  Art Appreciation
Known to self Not known to self
– engaging oneself in aesthetic activities
Known to others Open area Blind spot  Spiritual Quest
Not known to others
Hidden area Unknown – understanding the meaning of life and
showing gratitude

 Moral Commitment
1. Open Area (Arena): This quadrant represents – standing firm by moral values, social ethics,
the aspects of ourselves that are known to and professional codes of conduct
both us and others. It includes behaviors,
5.) Social
feelings, attitudes, and motivations that are
openly shared and understood by both the  Civic/Societal Responsibility
individual and others. – attending social activities and political issues
effects on society in both local and global
2. Blind Area (Blind Spot): This quadrant
levels performing responsibilities as a person
represents aspects of ourselves that others can
see but of which we are unaware. These can  Community Care
include behaviors, habits, or traits that others – performing one’s community duties,
observe in us but that we may not recognize in engaging oneself in the improvement of the
ourselves. community and the world
 Cultural Engagement Stage 7 – Middle Age Adult - 35–65 yrs. old
– actively interacting with people of different Generativity vs. Stagnation – people
cultures and ethnic backgrounds experience a need to create or nurture things
that will outlast them, often having mentees or
 Family Relationship
creating positive changes that will benefit
– building positive relationships with the family
other people.
members
– success leads to feelings of usefulness and
 Peer Relationship
accomplishment;
– building and maintaining a friendship with
– failure results in shallow involvement in the
love, care, and empathy for peers
world.

Stage 8 – Late Adult - 65 to death

THE PSYCHOSOCIAL STAGES OF DEVELOPMENT
Ego Integrity vs. Despair – involves reflecting on
BY ERIK ERIKSON
one’s life and either moving into feeling
Stage 1 – Infancy - Birth–18 months old satisfied and happy with one’s life or feeling a
Basic Trust vs Mistrust – the infant develops a deep sense of regret.
sense of trust when interactions provide
– success leads to feelings of wisdom;
reliability, care and affection. A lack of this will
– failure results in regret, bitterness, and despair.
lead to mistrust.

Stage 2 – Early Childhood - 18 mos.–3 years old

THEORY OF COGNITIVE DEVELOPMENT BY JEAN
Autonomy vs Shame and Doubt – the infant
PIAGET
develops a sense of control over physical skills
and a sense of independence. Success leads Sensorimotor Stage - Birth–2 years
to feeling of autonomy, failure results in feelings The main achievement is object permanence-
of shame and doubt. knowing that an object still exist even if it is
hidden.
Stage 3 – Preschooler - 3–5 years old
Initiative vs Guilt – the child begins to assert Preoperational Stage - 2–7 years
control and power over the environment by Can think about things symbolically. This is the
planning activities, accomplishing tasks, and ability to make one thing- a word or an object.
facing challenges.
Concrete Operational Stage - 7–11 years
– Success leads to sense of purpose. It marks the beginning of logical or operational
– If the initiative is dismissed or discouraged, thought.
either through criticism or control, children
– The child can work things out internally in their
develop a sense of guilt.
head.
Stage 4 – School Age - 6–12 years old – Conservation is the understanding that
Industry vs Inferiority – the child’s peer group something stays the same in quantity even
will gain greater significance and will become though its appearance changes.
a major source of the child’s self-esteem.
Formal Operational Stage - 11 years and over
– success leads to a sense of competence; People develop the ability to think about
– failure results in feelings of inferiority. abstract concepts, and logically test
hypotheses.
Stage 5 – Adolescent - 12–18 yrs. old
Identity vs. Role Confusion – teenagers explore
who they are as individuals, and seek to THE CHALLENGES OF MIDDLE AND LATE
establish a sense of self, and may experiment ADOLESCENCE
with different roles, activities, and behaviors.
Attitudes and Behavior
– This is important to the process of forming a ▪ Every attitude is a combination of feelings,
strong identity and developing a dense of beliefs, and evaluation.
direction in life.
▪ Behavior refers to the actions or reactions of
Stage 6 – Young Adults - 18–35 yrs. old an object or organism
Intimacy vs. Isolation – the major conflict
▪ Attitude predicts behavior.
centers on forming intimate, loving
relationships with other people. Sexual Relationships
▪ An intimate relationship is an interpersonal
– success leads to strong relationships;
relationship that involves physical and/or
– failure results in loneliness and isolation.
emotional intimacy.
▪ Physical intimacy is characterized by Parents Working Abroad
friendship, platonic love, romantic love, or ▪ Several studies showed how migration of
sexual activity. parents is indeed heartbreaking for children,
making them long for parental care, get
Academic Concerns
confused over gender roles, be vulnerable to
▪ Being responsible is called when dealing with
abuse, and even develop consumerist
academic challenges.
attitudes.
▪ Academic grades are not the only indicators
Career Choice
of learning.
▪ It determines success in the next stages of life.
Other indicators of learning: discipline,
▪ When finding the right career, adolescents
openness, perseverance, diligence,
need to know what their interests are, what
excellence, curiosity, analytical and critical
things they find exciting and challenging, and
thinking, memory, understanding, cooperation
what their skills are.
and teamwork, respecting other people’s
beliefs and opinions, social interactions, Values and Beliefs
leadership, and followership. ▪ Values are stable long-lasting beliefs about
what is important to a person.
Group Belongingness
▪ An adolescent wants to belong (social ▪ A belief will develop into a value when the
groupings) school friends, memberships in person’s commitment to it grows and they
organizations, community see it as being important.

▪ This organization might be more destructive Depression

than constructive. ▪ It is a mental condition characterized by
feelings of severe despondency and
Health and Nutrition
dejection, typically also with feelings of
▪ A healthy mind and body is what every
inadequacy and guilt, often accompanied
adolescent should strive for.
by lack of energy and disturbance of
▪ Nutrition is the intake of food, considered in appetite and sleep.
relation to the body’s dietary needs.
Self-Identity
▪ Good nutrition- an adequate, well-balanced ▪ It is the recognition of one’s potential and
diet combined with regular physical activity. qualities as an individual, especially in relation
to social context.
Developing or Regaining Self-Esteem
▪ Adolescents who are creating their self- Defining Responsibilities
identity should be objective and balanced in ▪ The state or fact of being responsible,
viewing themselves. answerable, accountable for something
within one’s power, control, or management.
▪ Adolescents at this stage are very self-
conscious, and view them as unattractive, Time Management
lacking the kind of physical look that is often ▪ It is the ability to use one’s time effectively or
dictated by the advertising and the image productively.
business.

Roles COPING WITH STRESS IN MIDDLE AND LATE

▪ Roles are parts of one’s identity ADOLESCENCE

▪ Adolescents must learn to integrate all these STRESS

roles and it should be clear that these roles – is a feeling that people experience whenever
are related to the tasks expected of them by they are overloaded and they are not able
others. to cope with demands of time and people;

▪ A healthy adolescent whose self-identity is – A state of psychological and physiological

clear and whose roles are integrated will imbalance resulting from the disparity
understand and accept the situation. between situational demand and the
individual’s ability and motivation to meet
Material Poverty those needs (Akrani, 2011).
▪ It is the scarcity or the lack of a certain
amount of material possessions or money. – can be considered positive or negative

▪ Absolute poverty, extreme poverty, or POSITIVE - when it opens opportunities for us to

destitution refers to the complete lack of the gain something or if it acts as motivator of our
means necessary to meet basic needs such performance
as food, shelter, and clothing.
NEGATIVE - when we face social, physical, ▪ Personal stressor
organizational, and emotional problems – includes major life events such as death of
special someone, loss of one’s career,
SIGNS OF STRESS
and major personal failure
▪ in emotions
▪ behavior ▪ Posttraumatic Stress Disorder (PTSD)
▪ thinking /cognitive – a person has experienced a significantly
▪ body/physical stressful event that has long-lasting effects
that may include re-experiencing the
CHANGES IN EMOTIONS
event in vivid flashbacks or dreams
▪ Feeling depressed, desperate and down
▪ Being irritable and bad tempered
▪ Finding it difficult to unwind TYPES OF STRESS THAT CHALLENGE
▪ Feeling valueless ADOLESCENTS
▪ Feeling that nothing is going right
▪ Academic stress – continuous pressure to
▪ Getting extra fuming than normal
perform well academically
CHANGES IN BEHAVIOR ▪ Social stress – learn to interact socially and
▪ Appearing nervous or restless adjust in this complicated world
▪ Pulling out from friendship groups and ▪ Financial stress – the inability to meet
activities one’s financial obligations.
▪ Eating extra comfort food or eating smaller ▪ Family Problems – any small or big
amount changes in the family may have a
▪ Sleeping for an extended time negative impact in adolescent.
▪ Wanting to be alone more than normal ▪ Romantic Relationships – dating is highly
▪ Declining to go to school (high school and stressful aspect of romantic relations in
college) adolescence.
▪ Frequent crying ▪ Stress due to Physiological Changes – a lot
▪ Having less energy than normal of changes in the form of hormonal
▪ Having emotional ups and downs with no fluctuations take place in adolescent’s
basis body.
▪ Least concern about looks ▪ Unhealthy Competition – an adolescent is
▪ Acting differently in relation with parents always confronted with the desire to
▪ Drinking extra caffeine products and taking “perform or perish”
over-the-counter painkillers ▪ Low self-esteem – the feeling of self-doubt
▪ Traumatic events – adolescent get
COGNITIVE
affected more, because he/she is short of
▪ Getting lost in thoughts and conversation
the maturity that comes with growing up.
▪ Finding difficult to focus and continue to
▪ Changes in Routine – any alteration in the
concentrate
daily schedule
▪ Making mistakes in judgments
▪ Having trouble in recalling things
▪ Getting unreasonable and confused COPING MECHANISMS FOR STRESS
▪ Having difficulty organizing and planning
▪ Take care of ourselves- we need to eat
things
regularly and healthy
PHYSICAL SIGNS OF STRESS ▪ Do things that make us happy
▪ Not feeling hungry ▪ Learn to manage our time wisely
▪ Feeling ill ▪ Exercise on a regular basis
▪ Increasing or dropping weight ▪ Get plenty of sleep and give a break if
▪ Feeling extra exhausted than normal you feel that you are so stressed
▪ Having panic attacks, rapid breathing, dizzy ▪ Talk to others or seek group or social
spells support
▪ Getting recurring infections and colds ▪ Avoid using drugs and alcohol
▪ Having variations in menstrual cycle

STRESS COPING STRATEGIES

THREE GENERAL TYPES OF STRESSORS (Felman,
1. Problem-focused
2008)
– dealing with the stressor itself.
▪ Cataclysmic events – It includes reducing, modifying or
– strong stressors that occur suddenly and may eliminating the source of stress
affect many people simultaneously (ex.
natural disaster)
2. Emotion-focused 2. THE ARTISTIC BRAIN – Right Brain Dominant
– efforts to modify the unpleasant emotional - Coordinate the left side of the body
consequences of stress
- Performs tasks that have to do with creativity
3. Proactive coping and aesthetic purposes
– anticipating some stressful situations and
RIGHT BRAIN
taking active measure to avoid or minimize its
consequences. ▪ Organizing information
▪ Abstract reasoning
▪ Spatial relationship
THE POWER OF THE MIND
▪ Visual information
- According to Franklin D. Roosevelt, “men and ▪ Face recognition
women are not prisoners of fate, but only ▪ Intuition
prisoners of their own minds”. ▪ Emotion
▪ Imagination
- Mind power is considered as one of the
▪ Detecting motion
strongest and most valuable powers that a
▪ Music and Art
human person must possess.
▪ Time awareness
- The human mind has the capacity to create ▪ Controls left side of the body
ideas and concepts, and the thoughts that
pass through your mind are responsible for
PROBLEMS THAT THE BRAIN MAY ENCOUNTER
the execution of your actions or everything
WHEN IT FACES INJURIES
that happens in your life.
Left Side of the Brain:
1. difficulty in understanding and expressing
THE BRAIN
the spoken and written language;
- Our brain contains roughly 100 billion nerve 2. There are changes in terms of speech;
cells forming anywhere from a trillion to 3. Experience of verbal memory issues;
perhaps even a quadrillion connections 4. Impaired logic and the sequencing
called synapses. These connections are in difficulties.
constant, dynamic state of remodeling in
Right Side of the Brain:
response to the world around you.
1. There are impairments in terms of attention;
- Our brain contains billions of nerve cells 2. Experience of memory issues;
called neurons. 3. The decrease of awareness in terms of art
and music.
- The brain is one complex part of our body
system which is considered essential and vital.
MENTAL HEALTH AND WELL-BEING IN MIDDLE
AND LATE ADOLESCENCE
TWO CEREBRAL HEMISPHERES OF THE BRAIN
Republic Act 11036
1. THE LINEAR BRAIN – Left-Brain Dominant - The Mental Health Law of 2018
- responsible for controlling the right side of the - Mental health is considered an important
body issue that needs to be discussed.
- It also performs tasks that have to do with our - It is not just an ordinary topic or matter that
reasoning skills, the way we communicate or you can disregard since most young people
construct speeches, and improving skills in experience mental illness such as anxiety and
problem-solving depression.
- Because of mental illness, young and old
LEFT BRAIN people end their lives by committing suicide.
▪ Speaking Mental Health and Well-Being
▪ Reasoning/ Logic - is the capacity to think rationally and logically
▪ Reading to cope with life’s transitions, stress, traumas,
▪ Time awareness in a way that allows stability and growth
▪ Writing (Hales).
▪ Controls right side of the body
▪ Listening - A state of emotional and psychological well-
▪ Computation skills being in which an individual is able to use
▪ Grammar his/her cognitive and emotional capabilities
▪ Analyzing information to function in society, and meet the ordinary
▪ Number skills demand of life.
SYMPTOMS OF POOR MENTAL HEALTH ▪ Having a wonderful self - having spirituality
that provides philosophical and existential
▪ Emotionally unstable and easily upset
meaning to life and about one’s relationship
▪ Apprehensive, suspicious, and insecure
with his perceived Supreme Being.
▪ Self-critical, empowered with a feeling of guilt
▪ Lack of self-confidence and willpower ▪ Embracing meaningful universal human
▪ Failure in setting a proper level of aspiration values that define who you are, and how
▪ Unrealistic attitude towards life and people these attitudes form your set of healthy
attitudes about other people, situation and
MENTALLY HEALTHY INDIVIDUAL
thing.
▪ Can sustain close relationship with other
people
EMOTIONAL INTELLIGENCE
▪ Applies values in himself/herself
- provides us with an understanding of what
▪ Can perform his/her duty/ responsibilities
other people are feeling and experiencing
and permits us to respond appropriately to
FACTORS AFFECTING MENTAL HEALTH what other people need;
- the basis of empathy for others, self-
▪ Self-esteem – individuals who possess a high- awareness and social skills;
esteem make a positive outlook of their life - is your reaction to any stimulus and comes
since most of them are satisfied with from your limbic system.
themselves and having good image and
sense of self-worth of a person. LIMBIC SYSTEM
- The area in your brain that reacts
▪ Feeling loved – being loved by the people automatically to the world around you
especially their parents are more likely to without your rational thought or reasoning.
perform in the society since most of them
have a good relationship with other people. INTENSITY AND DIFFERENTIATION OF EMOTIONS

▪ Confidence – young individual should be 1. Primary emotions

encouraged to build their confidence in - are innate and are experienced for a short
facing their problems in life. Being confident period of time.
within themselves are likely to have a positive - they appear rapidly, usually as a reaction to
character that leads to a happy life. an outside stimulus
Primary Emotions: JOY, ANGER, FEAR, SURPRISE,
▪ Family break-up or loss – separation of and DISGUST
parents or family break up might lead to the
serious problem to the young individuals since 2. Secondary emotions
most of them could not experience or witness - they do not have a corresponding facial
the idea of love that is being shared by the expression that make them universally
family. As a result, young individuals have a responsible.
difficulty in extending or interacting with other - are processed by a part of the brain that is
people. different from the past that requires higher
order thinking skills. Therefore, secondary
▪ Physical health – individuals having diseases, emotions are not reflexive.
injuries, traumatic experience or physical Example: GUILT, LOVE, SHAME, PRIDE, ENVY,
problems might lead to poor mental health or EMBARRASSMENT, and JEALOUSY
mental illness. As a result, people who have
illness might affect their relationship with other TYPES OF EMOTIONS
people, their confidence, and their dreams in
1. Positive Emotions - joy, serenity, hope,
life. People may not attain happiness due to
amusement, love, altruism, relief, gratitude,
illness.
interest, awe, inspiration, satisfaction

2. Negative Emotions - rejected, unloved,

Ways of Achieving Psychological Well-Being
weak, betrayed, loser, unacceptable,
and Mental Health
inferior, embarrassed, stupid, disrespected,
▪ Having a positive regard for oneself means helpless, dishonored
looking at oneself as someone who is worth
5 STEPS IN MANAGING OUR EMOTION
loving and caring for, regardless of physical
flaws and defects, regardless of how other 1. Select the situation
people perceive him/her to be. 2. Modify the situation
3. Shift your intentional focus
▪ Understanding and accepting one’s
4. Change your thought
personality, uniqueness, and individuality.
5. Change your response