PERDEV contouring, modeling and beauty pageants

HUMAN DEVELOPMENT and many others.

covers the whole lifespan of human existence in
relation to the three domains. Human beings have the sole capacity to reflect
PERSONAL DEVELOPMENT upon itself, and in the process develop self
is one’s own development and growth within the awareness, become motivated, and then desire to
context of the three aspects of human grow and change for the better; and are prompted
development. to mature and improve until it reaches its desired
PERSONAL is defined as; level of development. It is, therefore, natural for
 Belonging or relating to a particular person human beings to develop toward maturity and
 Made or designed to be use by one person fullness (Carl Rogers 1961)
 Someone whose job involves working for or Zorka Hereford
helping a particular person the process of striving to be the best that you can
 Relating to, or affecting a particular person be in order to reach and realize your full potential.
PERSONALITY defines as; It is a journey of self –discovery, self improvement
 emotional qualities, ways of and self – realization.”
behaving THE REPUBLIC
 attractive qualities. Plato argued that building character, as much as,
 qualities that make something intelligence, is what education is all about.
unusual or interesting. PSYCHOLOGY
 distinction or excellence being the study of human thinking and behavior,
 a person of importance serves as foundation for personal development.
DEVELOPMENT defined as; HUMANISTIC PSYCHOLOGY WERE ABRAHAM
 process of growing MASLOW AND CARL ROGERS
 process of creating. Abraham Maslow – theorized the 5 stages
 being created or made more advanced of human development
THE THREE ASPECTS OF HUMAN Carl Rogers – “the individual has within himself
DEVELOPMENT AS (PAPALIA AND FELDMAN the capacity and the tendency, latent if not
2012) evident, to move forward toward maturity.”
PHYSICAL DEVELOPMENT Martin Seligman puts more emphasis in
which covers the growth of the body and the brain, diagnosing, treating and preventing psychological
motor and sensory skills and even physical health disorders and therefore focusing on a disease
COGNITIVE DEVELOPMENT model toward what is good and positive about
which covers our capacity to learn, to speak, to human persons and their desire to achieve their
understand, to reason and to create, and full potentials.
PSYCHOSOCIAL DEVELOPMENT POSITIVE PSYCHOLOGY
which includes our social interactions with other  stresses that human nature has its good
people, our emotions, attitudes, self identity, and positive strengths, as well as its
personality, beliefs and values. inadequacies and weaknesses (Paterson
HUMAN DEVELOPMENT is also influenced by: 2006).
HEREDITY or the inborn traits  University of Pennsylvania defines
ENVIRONMENT is the world outside of ourselves Positive Psychology as the scientific study
MATURATION is the natural progression of the of the strengths and virtues that enable
brain and body that affects the cognitive (thinking individuals and communities to thrive.
and intelligence), psychological (emotion, attitude ADOLESCENCE
and self identity), social (relationships) dimensions  is the transition period between childhood
of a person. and early adulthood
PERSONALITY DEVELOPMENT  adolescence starts with the biological
 has given birth to many related businesses changes called puberty
that span the globe. It includes image  The adolescent become more inquisitive
enhancement such as skin care and make about things like philosophy, religion and
up, fashion and clothing, and even body politics.
  Spiritual and religious beliefs influence  they discovered the existence of five
personal development. Research shows universal and widely-agreed upon
that the formation of one’s personal identity dimensions of personality.
includes attitudes about religion The Big Five or Five-Factor Model.
 Openness/ Openness to Experience
KNOWING ONESELF Conscientiousness
SELF  Extraversion
 to know Oneself is the first step in Personal  Agreeableness
Development.  Neuroticism
 it is the being, which is the source of Personality trait
people's consciousness. is a disposition to behave consistently in a
 self is identified in various contexts, such as particular way
in psychology, sociology or religion. Measuring Personality
 is the essence of a person: his thoughts, There are different ways to measure personality,
feelings and actions, experiences, beliefs, one is by observing people's behaviors
values, principles, and relationships. The Myers-Briggs Type Indicator
 includes a person's life purpose, meaning, Katherine Briggs and Isabel Briggs Myers
and aspirations. developed the Myers- Briggs personality model
PERSONALITY based on four preferences of individuals.
 In Psychology, the term personality is E or I (Extraversion or Introversion)
referred to as the set of behaviors, feelings, is how an individual prefers to channel his or her
thoughts, and motives that identifies an energy when dealing with people
individual. S or N (Sensing or Intuition)
 refers to the unique and relatively enduring is how one prefers to
set of behaviors, feelings, thoughts, and process information, whether through the use of
motives that characterize an individual" senses
(Feist and Rosenberg 2012) T or F (Thinking or Feeling)
Gordon Allport is how an individual prefers to make decisions,
 A pattern of habits, attitudes, and traits that either thinking or using logic and analysis, or feeling
determine an individual's characteristics, J or P (Judgement or Perception)
behavior, and traits is how an individual prefer to manage one's life,
Personality is influence by both nature (heredity or whether through judging, versus perception
genetic make-up) and nurture (environment). ENFP's
Socrates are Charismatic, imaginative and warm with their
 it seems ridiculous for him to investigate support They need a lot of affirmation from others.
other unimportant things when he has not Oscar Wilde
known his self yet. An Irish poet and playwright. After writing in
 the most important thing to pursue was self- different forms throughout the 1880s, he became
knowledge, and admitting one's ignorance one of the most popular playwrights
is the beginning of true knowledge. INFP's
Plato are idealistic, curious, and loyal. They seek to
the beginning of knowledge is self- knowledge. understand others, yet can be less accepting of
Trait Theory those who threaten their core values.
 an approach in identifying types of A. Milne
personalities based on certain traits or Was an English author, best known for his books
attributes, which vary from one person to about the teddy bear Winnie-the-Pooh and for
another. various poems.
D. W. Fiske (1949) and later pursued by other INFJ's
researchers including Norman (1967), Smith are Insightful and future oriented. They are
(1967), Goldberg (1981), and McCrae and Costa conscientious, but can be firmly decisive when it
(1987). Costa and McCrae (1992) developed a comes to their vision.
categorized scheme that described personality.
Mahatma Ghandi family, and dedication to the historic preservation of
Was an Indian lawyer, anti-colonial nationalist and the White House.
political ethicist who employed nonviolent ESFP's
resistance to lead the successful campaign for enjoy working in groups and match common sense
India's independence from British rule, and to later with flexibility. They love people and life, but can be
inspire movements for civil rights likewise be materialistic.
INTJ's Peter the Great
hold themselves, and others to high standards. Ruled the Tsardom of Russia and later the Russian
They are Individualistic and visionary, yet have a Empire. He captured ports at Azov and the Baltic
tendency to be skeptical Sea, laying the groundwork for the Imperial
Ayn Rand Russian Navy, ending uncontested Swedish
Was a Russian-born American writer and ESFJ's
philosopher, she named Objectivism. are outgoing and loyal. They are great at following
INTP's through projects, yet often seek affirmation and
are rational, contemplative, and have a knack for appreciation.
problem solving. The down side is that they can Andrew Carnegie
also be critical Was a Scottish-American industrialist and
Albert Einstein philanthropist.
Was a German-born theoretical physicist, one of ESTJ's
the greatest physicists of all time, best known for are decisive and efficient. They are systematic in
developing the theory of relativity, theory of their approach, but can be forceful in implementing
quantum mechanics. those desicions.
ISTP's Henry Ford
tends to be tolerant and candid. They are quick with Was an American industrialist, business magnate,
solutions, yet spend a lot of time silently observing. founder of the Ford Motor Company
Frank Zappa ESTP's
His work is characterized by nonconformity, free- are bold and tactical, with an energy for problem
form improvisation, sound experiments, musical solving. They have a harder time focusing on
virtuosity and satire of American culture. concepts and theories.
ISTJ's Winston Churchill
are steadfast, thorough workers who prize Best known for his wartime leadership as Prime
practically. They have a stronger need than most Minister, Churchill was also a Sandhurst- educated
for order and organizations. soldier, a Boer War hero, a Nobel Prize- winning
George Washington writer and historian, a prolific painter
Was an American soldier, statesman, and ENTP's
Founding Father who served as the 1st president of are clever and entrepreneurial, they dislike routine,
the United States from 1789 to 1797. which can make it hard for them to commit longer
ISFJ's term to an interest.
are careful and considerate. They tend to Benjamin Franklin
remember small details about people and projects, Franklin was one of the Founding Fathers of the
but can be painstakingly thorough. United States, a drafter and signer of the United
Mother Teresa States Declaration of Independence, and the first
Honored in the Catholic Church as Saint Teresa of United States postmaster general.
Calcutta, was an Albanian-Indian Roman Catholic ENTJ's
nun and missionary. tend to assume leadership roles and solve
ISFP's organizational problems. They can be pushy when
avoid conflict and exude a quiet friendliness. They putting their ideas forward.
are open-minded and sympathetic but prefer not to Napoleon Bonaparte
work with others. He was the de facto leader of the French Republic
Jacqueline Kennedy Onassis as First Consul from 1799 to 1804. As Napoleon I,
A popular first lady, she endeared the American he was Emperor of the French from 1804 until 1814
public with her fashion sense, devotion to her and again in 1815.
ENFJ's combination of its parts; broadly, the general
are goal-oriented and caring. They are highly quality or character of something.
empathetic, yet for similar reasons can be overly “In understanding human, It is important to see the
sensitive to criticism. person in his entirety and not just his parts.”
Martin Luther King Jr. ASPECTS OF HOLLISTIC DEVELOPMENT
Was an American Baptist minister and activist who Physiological
became the most visible spokesman and leader in During adolescence, a person experiences various
the civil rights movement from 1955 until his body changes such as rapid body growth, hair
assassination in 1968. growth, and muscle modification in some parts of
the body. These changes can make an adolescent
DEVELOPING THE WHOLE PERSON feel uncomfortable and self- conscious.
HOLISTIC DEVELOPMENT Cognitive
It is a process of self-actualization and learning that They are beginning to think from concrete to
combines an individual's mental, physical, social, abstract terms and are able to conceptualize
emotional and spiritual growth. theoretical ideas.
DUALISM Psychological
 Understanding the nature of things in a Psychological development varies according to the
simple, dual-mode. sub-stages within adolescence. Adolescents in this
 People perceive things as dual in character. stage begin to form their respective self-concept by
 Examples of dualism includes the being aware and accepting what they have become
separation of body and spirit in western physiologically and cognitively.
religion, and of the mind and body in human Social
sciences. This is where an individual interacts with other
FOR DESCARTES, individuals or groups of individuals. This is where
the BODY is a non-thinking extended thing they clamor that independence is evident.
the MIND is a non-extended thinking thing Spiritual
DUALISM This is where they begin to have interest in spiritual
 According to Westerns philosophy's concerns.
understanding, duality is one that regards Basic Drives and Affect
opposites as rigidly the negation of the  Psychologists often refer to basic human
other, like black or white. good or bad, life or drives as those that are biologically related
death. such as hunger and thirst.
 Contrary to western philosophy, eastern  Affect, on the other hand, is the various
philosophers say that duality is continuous emotional experiences such as emotions,
and that there is dynamism between two moods, and affective traits
forces in nature, and that each force is Feeling
present in each other and will never exist in  An emotional state or reaction
its purest form.  Usually caused by physical sensations
 Like the yin-yang symbol where each of the experience by the body as a result to certain
two elements and in a balanced state, external stimulus
coexist with each other and can change or Emotion
transmute into each other.  Taken from the Latin verb, movare, which
HOLISM means to move or be upset or agitated
 Emphasizes the totality of a person.  Variations in level of arousal, affective state
 In 1926, General Jan C. Smuts, a South or mood, expressive movements, and
African statesman, military leader, and attitudes
philosopher, "the tendency in nature to form Basic human emotions:
wholes which are greater than the sum of  Happiness
the parts through creative evolution."  Sadness
GESTALT  Fear or surprise
something that is made of many parts and yet is  Anger or disgust
somehow more than or different from the
The basic kinds of emotions are differentially
associated with three core affects:
 Reward (happiness)
 Punishment (sadness) 10 BASIC VALUES
 Stress (fear and anger) Self-Direction
Attitude independent thought and action; choosing,
 A person's thoughts, feelings and emotions creating, and exploring
about another person, object, idea behavior Stimulation
and situation. excitement, novelty, and challenge in life
 Beliefs and certain values, therefore, Affect Hedonism
the attitude of a person. pleasure and sensuous gratification for oneself
 Psychologists define attitudes as a learned Achievement
tendency to evaluate things in a certain personal success through demonstrating
way. This can include evaluations of people, competence according to social standards
issues, objects, or events. Such evaluations Power
are often positive or negative, but they can social status and prestige, and control or
also be uncertain at times. dominance over people and resources
COMPONENTS OF ATTITUDE Security
Cognitive Component: Your thoughts and beliefs safety, harmony, and stability of society, of
about the subject relationships, and of self
Affective Component: How the object, person, Conformity
issue, or event makes you feel restraint of actions, inclinations, and impulses that
Behavioral Component: How attitude influences are likely to upset or harm others and violate social
your behavior expectations or norms
Attitudes can also be explicit and implicit. Tradition
BEHAVIOR respect, commitment, and acceptance of the
It is the computed response of the system or w customs and ideas that traditional culture or religion
organism to various stimuli or inputs, whether provide the self
internal or external, conscious or subconscious, Benevolence
overt or covert, and voluntary or involuntary. preserving and enhancing the welfare of those with
COMPONENTS OF BEHAVIOR whom one is in frequent personal contact (the 'in-
Antecedents group')
Are events or environments that trigger Universalism
behavior understanding, appreciation, tolerance, protection
Behavior for the welfare of all people and of nature
is an action that is both observable and The motivational goals that characterize the ten
measurable values he identified were:
Consequence  Openness to change;
is a response to the student’s behavior  Self-transcendence;
Values  Self-enhancement; and
system of beliefs that adheres to the highest  Conservation.
ideals of human existence. These ideals VIRTUES
create meaning and purpose in a person's are adjectives that describe positive and desirable
life. qualities which usually mirror a value it represents.
The United Nations’ universal values:
peace, freedom, social progress, equal
rights, and human dignity.
Shalom H. Schwartz, a psychologist and
cross-cultural researcher from the Hebrew
University of Jerusalem identified the ten
basic values
DEVELOPMENT STAGES IN MIDDLE AND LATE Early Childhood: 18 Months to 3 Years Ego
ADOLESCENCE Development Outcome: Autonomy vs. Shame
Erik Erikson Basic Strengths: Self-control, Courage, and Will
Erik Erikson was an ego psychologist who  During this stage we learn to master skills for
developed one of the most popular and ourselves. Not only do we learn to walk, talk
influential theories of development. and feed ourselves, we are learning finer motor
Erikson's theory centered on psychosocial development as well as the much appreciated
development rather than psychosexual toilet training
development Play Age: 3 to 5 Years Ego Development
ERIKSON’S THEORY OF PSYCHOSOCIAL Outcome: Initiative vs. Guilt Basic Strength:
DEVELOPMENT Purpose
Erikson believed that personality developed in a  During this period we experience a desire to
series of stages. copy the adults around us and take initiative in
Erikson's theory described the impact of social creating play situations.
experience across the whole lifespan. School Age: 6 to 12 Years Ego Development
Erikson was interested in how social interaction Outcome: Industry vs. Inferiority Basic Strengths:
and relationships played a role in the Method and Competence
development and growth of human beings  During this stage, often called the Latency, we
Erikson's Eight Phases Of Development are capable of learning, creating and
 it's vital to remember that the stages are fluid accomplishing numerous new skills and
and borderless, rather than rigid and definite. knowledge, thus developing a sense of
 The age of adolescence is defined differently by industry.
American psychologists. Adolescence: 12 to 18 Years Ego Development
Early adolescence begins at the age of 11 or Outcome: Identity vs. Role Confusion Basic
12, while late adolescence begins around Strengths: Devotion and Fidelity
the age of 18  Up to this stage, according to Erikson,
THREE STAGES OF ADOLESCENCE development mostly depends upon what is
The Early Adolescence (10 to 13) done to us. From here on out, development
During this stage, children often start to grow more depends primarily upon what we do.
quickly. They also begin notice other body Young adulthood:18 to 35 Ego Development
changes, including hair growth under the arms and Outcome: Intimacy and Solidarity vs. Isolation
near the genitals, breast development in females Basic Strengths: Affiliation and Love
and enlargement of the testicles in males.  In the initial stage of being an adult we seek
Middle Adolescence (Ages 14 to 17) one or more companions and love.
Physical changes from puberty continue during Middle Adulthood: 35 to 55 or 65 Ego
middle adolescence. Most males will have started Development Outcome: Generativity vs. Self
their growth spurt, and puberty related change absorption or Stagnation Basic Strengths:
continue. Most girls now have regular periods. Production and Care
Late Adolescents (18-21… and beyond!)  Now work is most crucial. Erikson observed that
Late adolescents generally have completed middle-age is when we tend to be occupied with
physical development and grown to their full adult creative and meaningful work and with issues
height. surrounding our family.
8 STAGES OF PERSONALITY DEVELOPMENT Late Adulthood: 55 or 65 to Death Ego
Infancy: Birth to 18 Months Ego Development Development Outcome: Integrity vs. Despair Basic
Outcome: Trust vs. Mistrust Basic strength: Drive Strengths: Wisdom
and Hope  Erikson felt that much of life is preparing for the
 Erikson also referred to infancy as the Oral middle adulthood stage and the last stage is
Sensory Stage (as anyone might who watches recovering from it.
a baby put everything in her mouth) where the Identity
major emphasis is on the mother's positive and  Identity is the concept of individual about
loving care for the child, with a big emphasis on himself is often referred as "self-identity"
visual contact and touch. molded through various interactive experience
 around himself, such as their family and are thinking, and coming out with their own
community, personal philosophies in a series of activities
 Identity is a self belief of what the individual designed to test their creativity and critical thinking
thinks and feel about himself skills.
Role Confusion DEVELOP AND APPLY NEW COPING SKILLS
 Role confusion is the negation of self-identity, in IN AREAS SUCH AS DECISION-MAKING,
a sense that there is confusion over one's self- PROBLEM SOLVING, AND CONFLICT
concept or the absence or lack of such a RESOLUTION
concept. - Adolescents should acquire new thinking
 In the 1960s and 1970s, it was the hippie capabilities that will help them engage in more
movement and flower power that became the creative strategies for problem solving, decision-
trademark of the generation of the adolescents making and resolving conflict.
and young adults. The use of psychedelic drugs IDENTIFY MEANING MORAL STANDARDS,
and other hypnotic substances were popular VALUES, AND BELIEF SYSTEMS
and social issues also became the popular in - Adolescence is an important stage in the
this era. development of a young person's self-esteem, self-
Cognitive growth among adolescents is usually confidence, idealism, and compassion that leads to
marked by the way they are able to the formation of their own belief systems.
comprehend abstract concept such as freedom UNDERSTAND AND EXPRESS MORE
and human rights. COMPLEX EMOTIONAL EXPERIENCE
 Their beliefs about morality, religion, and - Becoming more in touch with their emotions and
politics are also starting to evolve. see the complex variances among strong emotions
Experimentation is a common Activity among and feelings, understanding the emotions and
adolescents as they searched for their identity. feelings of other persons, and learning how to
 They want to be treated as adults, and they see detach themselves from emotional situations
adult behavior as something to emulate. whenever the need arises
Socializing among male and female FORM FRIENDSHIPS THAT ARE MUTUALLY
adolescents also occur in this phase. CLOSE AND SUPPORTIVE
 In this digital era online friendships abound. - Peer influence is very strong among adolescent
Adolescents are already online friends even and this should be able to steer an adolescent
before they could meet face-to-face. toward productive and positive relationships,
WHAT DO FILIPINO ADOLESCENT NEED TO behavior, and thinking.
LEARN IN ORDER FOR THEM TO GROW INTO ESTABLISH KEY ASPECTS OF IDENTITY
WELL-ROUNDED YOUNG ADULTS? - Be encouraged to develop their own healthy self-
ADJUST TO SEXUALLY MATURING BODIES concepts that reflect their uniqueness in relation to
AND FEELINGS themselves, their families and friends, and with the
- Establishing sexual identity and developing skills bigger community
for romantic and meaningful relationships are the MEET THE DEMANDS OF INCREASINGLY
healthy results of adjusting to one's own MATURE ROLES AND RESPONSIBILITIES
development. - It is important for the emerging adult
DEVELOP AND APPLY ABSTRACT THINKING to acquire skills and knowledge that will provide him
SKILLS with meaningful careers and jobs. Live up to the
- Understand and coordinate abstract ideas, try out expectations regarding commitment to family,
theories, planning ahead, reflecting on how and community, and nation- building by meeting the
what they are thinking, and coming out with their needs of the 21st century.
own personal philosophies. ADOLESCENT SHOULD BE
DEVELOP AND APPLY ABSTRACT THINKING - able to communicate with their parents their need
SKILLS for certain degree of independence as they mature
- Students will be asked to develop and apply their to young adulthood. In the In the Phillipines, this is
abstract thinking skills - effectively understand and not as pronounced as it is in other western cultures
coordinate abstract ideas, trying out theories, such as the UK or the
planning ahead, reflecting on how and what they
U.S. The adolescent stage sees the movement 1. Puberty involves the physical changes that
toward independence and happen during the adolescent stage. During
autonomy. puberty, the adolescent body matures sexually.
Filipino authors Corpuz et al. (2010) in their 2. Cognitive development also happens during
book, Child and Adolescent Development, adolescence as the brain continues to grow and
identified similar developmental tasks a develop. New cognitive skills develop such as
Filipino adolescents need to learn. reasoning, abstract thinking, and increased
Developing occupational skills intelligence
- skills that can help the adolescent develop 3. Social development happens during
responsibility as a preparation for gainful adolescence when adolescents desire for more
empolyment ahead autonomy and independence from their
Self reliance families; and as their friends and peers
- the ability to identify their own skills, capabilities become their primary influence, taking over the
and resources to engage meaningful activities and previous roles their parents had.
not rely too much on others. 4. Idealism and experimentation are hallmarks of
Ability to manage their finances the adolescence stage. Beliefs and values are
- be able to discern what is the difference between formed in this stage, sometimes even
"wants" and "needs" and be able to learn self - questioning the existing and accepted social
control when handling their finances. norms. With puberty, the adolescent also goes
Social responsibility into experimentation of their bodies, exploring
- adolescents should be able to see beyond their sexuality, as well as substances such as
themselves, take into consideration the greater alcoholic drinks or drugs, which may result
community around them. addiction or crime
Mature work orientation 5. There are certain developmental tasks and
- develop pride in what they do and raise standards skills adolescents have to learn and imbibe so
of excellence in the quality of their work. that they can prepare themselves in becoming
Personal responsibility more responsible adolescents and mature
- to be fully responsible for their own decisions and toward young adulthood. This tasks and skills
actions by owning them, becoming aware of the will also help adolescents in defining their
repercussions or results of the decision they make career preferences while preparing them for
and be matured enough to own these results and more meaningful and productive lives.
refrain from putting blame on others. 6. Self-identity or self-concept evolves from an
Positive attitude towards work individual's own set of beliefs and values
- developing a healthy and positive attitude toward system, in the roles he has identified for
work means that we see work as an expression of himself, the responsibilitites he recognizes and
our love for people who are important to us, owns, and the expectations others have on him.
including ourselves.
ADDITIONAL LIST OF DEVELOPMENTAL THE CHALLENGES OF MIDDLE AND LATE
TASKS AND SKILLS A FILIPINO ADOLESCENT ADOLESCENCE
SHOULD ACQUIRE: CHALLENGES DURING ADOLESCENCE
1. Being courageous in standing up and being ATTITUDES AND BEHAVIOR TOWARD
different from your friends. SEXUALITY AND SEXUAL RELATIONSHIPS
2. Developing self-esteem.  Adolescents exploring their sexuality should be
3. Being true to yourself and avoiding the able to draw their limits in terms of sexual
tendency to please others. expressions, and should be responsible enough
4. Learning how media and advertising are trying to see the future results or consequences of
to influence your thinking and feelings. their behaviors.
5. Becoming aware, critical, and being involved ACADEMIC CONCERNS
with social issues. ⮚ The role of a student is the primary role is an
6. Embracing a healthy lifestyle. adolescent who is still in school.
7. Developing your spirituality. ⮚ Be responsible to deal with academic
THE BIG IDEAS IN THIS CHAPTER challenges
GROUP BELONGINGNESS DEFINING RESPONSIBILITIES
HEALTH AND NUTRITION ▪ The state or fact of having a duty to deal with
⮚ Every time you put something inside your body, something or of having control over someone
ask first the question, “Will this make me DEFINING EXPECTATIONS
healthy or not?”. ▪ A strong belief that something will happen or be
DEVELOPING OR REGAINING SELF ESTEEM the case in the future
⮚ Objective means seeing oneself as having both Expectations are tied to one's roles and
strengths and weaknesses. responsibilities. People's expectations of you
⮚ Balancing how one sees oneself means to are clarified and can become manageable if
avoid over-emphasizing an aspect of one’s your roles and responsibilities are well defined
identity.
⮚ One’s body type
⮚ Grooming
ROLES
⮚ Role of being a son/daughter to your parents,
being a brother/sister to your siblings, being a
student in your school or a member of your
organization
MATERIAL POVERTY
⮚ Adolescent students who live in far-flung areas
where infrastructure is not available.
PARENTS WORKING ABROAD
⮚ Problems in behavioral during the absence of
parents, some may act in rebellious way
towards elders.
CAREER CHOICE
⮚ The adolescent who is creating identity for
himself is faced with an urgent need to identify
what course to take in college and establish a
career path for the future.
RELATIONSHIPS
 Female Adolescent desires autonomy and
independence will encounter more parental
objections.
VALUES AND BELIEFS
⮚ The adolescent is still developing cognitive skill
that can be used in thinking of abstract
concepts and asking critical questions.
OTHER CHALLENGES
⮚ Experiencing depression-if suspect talk to your
parents, guardians, or school guidance
counselor
THREE FILIPINO ADOLESCENTS, THREE
HEROES
 GREGORIO DEL PILAR(“GOYONG,” “BOY
GENERAL”)
 EDGAR JOPSON ("EDJOP”)
 EFREN PEÑAFLORIDA ("EFREN")
 types of stress can motivate, energize, and spur
COPING WITH STRESS IN MIDDLE AND LATE an individual into
ADOLESCENCE fruitful action.

STRESS - is defined as a reaction of the mind and Bad stress can be transformed into good stress
body to a stimulus that disturbs the well-being, depending on how an individual assesses the
state of calm, or equilibrium of a person. There is situation.
a common belief that stress is unhealthy, but
discussions among experts conclude that this is The Mayo Clinic in the United States identified two
not entirely the case. sources of stressors as external and internal
Psychologists have agreed that small and source. External stressors are those that come
sporadic amounts of stress can be helpful and outside of you like situations, people, and
beneficial to individuals, while excessive amounts experiences. Internal stressors are those coming
of stress sustained over a lengthy period of time from within you, like thoughts that you have that
can be destructive to both physical and mental caused you to feel fearful, uncertainties about the
health. future, lack of control over situations, and even your
personal beliefs, which include your own
STRESS AS STIMULUS, RESPONSE, AND expectations.
RELATIONAL

As a stimulus, stress is caused by situations that SOME SAMPLES OF POSSIBLE STRESSORS A

may be life threatening or life changing, such as HIGH SCHOOL STUDENT FACES:
separation, moving into a new home, or having a  School Demands and Expectations -
new job. These situations or events are often Quizzes and tests, home works and
called stressors. projects, oral recitation, quarterly and final
exams, and grades most especially,
Stress as a response is the way the body reacts to epitomize the kind of stressors adolescents
challenging situations. This involves the have when it comes to studying.
interactions between the hormones, glands, and  Selecting a School, College Course, or
nervous system where the adrenal gland drives Career - Deciding on what course to take up
the production of cortisol or better known as in college is another stressor that is similar
"stress hormone." The production of cortisol to taking an entrance examination.
enables a person's body to produce the energy it  Separation Anxiety - High school
needs to gear it toward action. graduation, to some, means a temporary
ending or separation from some of their
Stress as relational is when a person experiencing friends. There is a possible scenario that a
stress takes a step back to look at the situation best friend might move to another place to
that is causing the stress, and assesses it. study or move to another school.
Assessment here means that when the person  Family Demands and Expectations - There
allows reasoning to prevail and weigh the are still some parents who think they know
relevance or irrelevance of the situation. If the better than their children and so they decide
relevance is positive, the person will look at the for them on critical issues.
situation in a more positive light. If the relevance  Health Concerns - To some adolescents,
is negative, this will produce negative emotions health may be a problem. Health problems
that may lead to stress. An example of this is a may run a gamut of varieties, such as
flight delay. unwanted pregnancy, HIV and other
sexually transmitted diseases, unhealthy
TYPES OF STRESS lifestyles such as poor eating and sleeping
habits that often lead to lifetime diseases,
There are certain types of stress that can benefit a and so on.
person. Stress that is short and sporadic can  Demands of Social Life - There is a
propel a person to a necessary action. These common thinking among adolescents that it
 is embarrassing to be alone. That is why the In 1861, Paul Broca conducted a study on the
need to belong is significantly important for language and left- rightbrain specialization on a
adolescents. patient who had problems with language.
 Bullying - Being bullied in school can be After several tests, Broca theorized that some
very stressful and may cause emotional and language functions reside on the left side of the
psychological trauma to the individual
experiencing it. Dr. Roger Sperry - He conducted a study for
epilepsy. Dr. Perry's theory was known as the "
COPING WITH STRESS Split-Brain
Theory" Sperry explained that the brain has two
Coping is a very important mechanism in dealing hemisphere that perform tasks differently from each
with stress. It can help in avoiding the damages other.
that may be brought about by severe or chronic
stress to your health and well-being. Dr. Paul McLean - Another neuroscientist came up
with a theory "The Truine Brain Theory" that
Coping may also be a combination of both problem- identified 3 distinct parts of the brain:
focused and emotional-focused remedies. Here are  Neurocortex - or RATIONAL BRAIN is
some examples: responsible for intellectual tasks such as
 1. Conduct creative imagery of the language, Planning, abstraction, and
problem — look at the stressor as a perception.
relational situation where you can assess  Limbic System - or INTERMEDIATE BRAIN
and change the way you look at the is responsible for the motivation and emotion
stressful situation. involved in feeding reproductive behavior, and
 Seek group or social support — talk to parental behavior
people you know and trust, surround  Reptilian Complex - or PRIMITIVE BRAIN is
yourself with friends who can offer you which controls the self- preservation and
sincere understanding and empathy. Talk to aggressive behavior of humans similar to
an adult and share your thoughts and the survival
feelings. THE TRUINE BRAIN THEORY- It describes the
 Get into relaxation activities — like functionally distinct layers of the mammalian brain.
breathing exercises, regular physical It has become a widely used way of thinking
exercise, meditation, yoga, self-hypno-sis, about the overall functional organization of the
reading a good book, or listening to relaxing brain
music.
 Create a situation where you can feel Ned Herrmann
more relaxed — like a quiet environment or  He is regarded as the "Father of Brain
a comfortable position, and project a Dominance Technology". He came up with
passive attitude toward the stressor. his own theory called the "Brain
 Learn to manage your time — analyze Dominance Theory", which he derived
how much time you are spending for from observations and tests that the human
studying, for being online, for texting or body, although symmetrical and paired in
calling, for watching TV, and see where you almost all aspects, do not necessarily
are spending more time. function equally.
 Eat properly by selecting nutritious,  Hermann developed the Herrmann Brain
healthy food. — Eat regularly and avoid Dominance Instrument (HBDI), a 120-
skipping meals. question survey instrument that measured
the preference strengths of the four
quadrants.
THE WHOLE BRAIN THEORY Hermann labeled the four quadrants of the brain
Paul Broca (1861) as:
 Upper Left (A) Cerebral Mode — key word
for this quadrant is ANALYTICAL
  Lower Left (B) Limbic Mode — key word for
this quadrant is ORGANIZED
 Mode Lower Right (C) Limbic — key word
for this quadrant is INTERPERSONAL
 Upper Right (D) Limbic System — key word
for this quadrant is IMAGINATIVE

MIND MAPPING
 "A mind map is a diagram used to represent
ideas or information branching from a
central key word or idea and used as an aid
in study, organization, problem solving,
decision- making, and writing."

⮚ Mind maps are useful visual tools that help

in linking together concepts and information.

⮚ Mind maps are useful during brainstorming

sessions, making decisions, organizing
information, simplifying complex ideas,
note-taking, and even for personal use.

5 ESSENTIAL CHARACTERISTICS OF MIND

MAPPING:
 The center image represents the main idea,
subject, or focus
 The main branches radiate from the central
image
 The branches comprise a key image or
word drawn or printed on its line.
 Twigs represent the lesser topics.
 The branches form a connected nodal
structure.

STEPS IN CREATING BASIC MIND MAPS

1. Write the title of the subject you are
exploring in the center of the page, and
draw a circle around it.
2. Draw lines out of the center circle to label
major subject matters about making
presentations.
3. Draw additional lines that will connect to the
lines for major topics.
4. Then, for individual facts or ideas draw lines
out from the appropriate heading line and
label them.
5. As you come across new information, link it
in to the mind map appropriately.