PERSONAL DEVELOPMENT

Dear student,
Welcome to this course, PERSONAL DEVELOPMENT, or PERDEV for short. This a very
interesting course, and can become the most personally rewarding for you, because the subject
matter is YOU!
As a new senior high school student, you have now entered a new educational level, as
well as a new psychological and social level, called the middle and late adolescence. You may
feel that you are no longer the rapidly growing and awkward teenager, but you also feel you are
not quite ready to call yourself a mature adult either.
This course shall make you take a deeper look at yourself and analyze your tasks that you
must undertake at this point in your life. It shall provide you with some techniques to meet stress
and other mental health issues with one’s strengths and coping powers. The course shall give
you the chance to analyze your relationships with your family, friends, and significant others.
Finally, the PERDEV course shall help you take stock of where you are in your career
development and how to get to where you want to be.

YOU are expected of the following:

A. Identity development
 Explores own identity and culture (e.g., gender, sexual orientation, racial/ethnic background,
socioeconomic status)
 Integrates multiple aspects of personal identity into a coherent whole
 Can articulate how personal identities relate to larger social constructs

B. Positive Sense of Self

 Explores and articulates the values and principles involved in personal decision-making
 Incorporates ethical reasoning into action
 Develops and articulates a personal belief system while exploring issues of purpose, meaning,
and faith
 Develops a personal code of ethics
 Accepts personal accountability

C. Ethics and Integrity

 Assesses, articulates, and acknowledges personal skills,
abilities, and growth areas
 Demonstrates adaptability, persistence, dependability,
and resilience
 Seeks and considers feedback from others
 Employs self-reflection to gain insight
 Acts independently, without supervision
 Demonstrates emotional intelligence

COURSE CONTENT:

There are 4 units in PERDEV, as follows:

Unit 1- Self-Development
Unit 2- Aspects of Personal Development
Unit 3- Building and Maintaining Relationships
Unit 4- Career Development

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SAINT LOUIS UNIVERSITY

LABORATORY HIGH SCHOOL – SENIOR HIGH

ACKNOWLEDGMENT AND PROMISSORY NOTE

I, __________________________ of Grade _____ Section _________________________,

acknowledge that I am fully aware of the school’s policy on plagiarism on scholarly works
and observance of academic honesty.

I fully understand that in submitting requirements in all my subjects, I follow the basic rules
on crediting sources and obtaining permission when using materials for academic purposes.
Hence, if I fail to do citation and acknowledgment of sources, it would merit an automatic
WARNING/REPRIMAND and because of which I shall get a Conduct Grade of Needs
Improvement (NI) or Unsatisfactory (U) in that particular grading period when the offense
was committed.

Therefore, I promise in the presence of my parent/guardian that:

1. I will constantly observe proper citation and acknowledgment when using resources
for all my academic requirements for this AY 2020-2021; and
2. I will abide by the school’s rules and regulations.

Signed: Conformed:

_______________________________ ______________________________________
Signature over printed name of student Signature over printed name of parent/guardian

Noted:

DR. ROMEO E. JAVIER

Principal

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Big Question: How can understanding yourself pave the way to self-acceptance and better
relationship with others?

At the end of the module, you should be able to:

 Explain that knowing oneself can make a

person accept his/her strengths and limitations
and dealing with others better
 Share his/her unique characteristics, habits,
and experiences
 Evaluate his/her own thoughts, feelings, and
behaviors
 Show the connections between thoughts,
feelings, and behaviors in actual life situations
 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)
 Identify ways that help one become capable
and responsible adolescent prepared for adult
life

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“Knowing yourself is the beginning of all

wisdom.” – Aristotle

SELF-CONCEPT INVENTORY
Take a look at your own self-concept and answer the following self-concept inventory in a
piece of paper. Give yourself a rating using the scale: 0= very weak; 1= weak; 2= somewhat
weak or somewhat strong; 3= somewhat strong; 4= very strong

SELF-CONCEPT INVENTORY
1. I have strong sex appeal. 13. I can be trusted in any transaction.
2. I am proud of my physical figure. 14. I have a clean conscience and carry no
guilty feeling.
3.I am physically attractive and 15. I have integrity and good reputation.
beautiful/handsome.
4. I exude with charm and poise. 16. My friends and classmates can look up to
me as a model worth emulating.
5. I am easy to get along with. 17. I can express my ideas without difficulty.
6. I can adjust to different people and 18. I talk in a persuasive manner that I can
situations. easily get people to accept what I say.
7. I am approachable; other people are at 19. I am a good listener.
ease and comfortable with me.
8. I am lovable and easy to love. 20. I can express my ideas in writing without
difficulty.
9.9. I am a fast learner, can understand with 21. I am emotionally stable and not easily
one ininstruction. rattled when faced with trouble.
10. I am intelligent. 22. I am logical and rational in my outlook and
decisions.
11. I have special talents and abilities. 23. I feel and act with confidence.
12. I can easily analyze situations and make 24. I am mature person.
right judgments.

Physical Appeal Human Relations Intelligence

1 ________________ 5 _________________ 9 _______________
2 ________________ 6 _________________ 10 ______________
3 ________________ 7 _________________ 11 ______________
4 ________________ 8 _________________ 12 ______________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
13 _______________ 17 ________________ 21 ______________
14 _______________ 18 ________________ 22 ______________
15 _______________ 19 ________________ 23 ______________

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16 _______________ 20 ________________ 24 ______________

Subtotal: Subtotal: Subtotal:
Scoring: Copy this table in your journal. Write your score opposite each number and get the
subtotal.
How do you perceive yourself?
Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with scores 14-16 or somewhat weak
(score of 10-13) and very weak (below 10).
2. Are there qualities you consider as your weakness but other people consider as your
strength? What are these?
3. How realistic is your self-image?
4. To what extent does it reflect your real self?

TOPIC 1
Knowing Oneself

SELF-CONCEPT
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or
actual self? Your ideal self is the self that you aspire to be. It is the one that you hope will possess
characteristics similar to that of a mentor or some other wordly figure. Your actual self, however,
is the one that you actually see. It is the self that has characteristics that you were nurtured or in
some cases, born to have.
The actual self and the ideal self are
two broad categories of self-concept. Self-
concept refers to your awareness of yourself.
It is the construct that negotiates these two
selves. In other words, it connotes first the
identification of the ideal self as separate from
others, and second, it encompasses all the
behaviors evaluated in the actual self that you
engage in to reach the ideal self.
The actual self, on the other hand, is
how we want to be. It is an idealized image
that we have developed over time, based on
what we have learned and experienced. The
ideal self could include components of what
our parents have taught us, what we admire
in others, what our society promotes, and what we think is in our best friend.
There is negotiation that exist between the two selves which is complex because there
are numerous exchanges between the ideal and actual self. These exchanges are exemplified in
social roles that are adjusted and re-adjusted, and are derived from outcomes of social

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interactions from infant to adult development. Alignment is important. If the way that I am (the
actual self) is aligned with the way that I want to be (the ideal self), then I will feel the sense of
mental well-being or peace of mind. If the way that I am is not aligned with how I want to be, the
incongruence, between the ideal self and real self, the greater the level of resulting distress.
Personal development modules ultimate aim is greater self-knowledge that will lead to higher
alignment between these two personality domains.
According to Carl Rogers, founder of client-centered therapy, self-concept is knowing
about one’s tendencies, thoughts, preferences and habits and hobbies, skills, and areas of
weakness. Thus, it answers the question “Who am I?”
Component of Self-concept:
1. Self-worth/ Self-Esteem
- The extent to which you value yourself, like, accept, or approve of ourselves
- Always involves a degree of evaluation and we may have either a positive or a
negative view ourselves
- Roger believed feelings of self-worth developed in early childhood and were formed
from the interaction of the child with the mother and father

a. High self-esteem (we have a positive view of ourselves)

This tends to lead to:
- Confidence in our own abilities
- Self-acceptance
- Not worrying about what others think
- Optimism

b. Low self-esteem (we have a negative view of ourselves)

This tends to lead to:
- Lack of confidence
- Want to be/look like someone else
- Always worrying what others might think
- Pessimism
* Argyle (2008) believes there are 4 major factors that influence self-esteem.
 The Reaction of Others
If people admire us, flatter us, seek out our company, listen attentively and agree
with us we tend to develop a positive self-image. If they avoid us, neglect us, tell us things
about ourselves that we don’t want to hear, we develop a negative self-image.
 Comparison with Others
If the people we compare ourselves with (our reference group) appear to be more
successful, happier, richer, better looking than ourselves we tend to develop a negative
self-image but if they are less successful than us, our image will be positive.
 Social Roles
Some social roles carry prestige, from example, doctor, airplane pilot, TV actor,
premiership footballer and this promotes self-esteem. Other roles carry a stigma,
for example, a prisoner, mental hospital patient, refuse collector, or unemployed
person.
 Identification

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Roles aren’t just “out there”. They also become part of our personality. For
example, we identify with the positions we occupy, the roles we play, and the
groups we belong to.

2. Self-Image
- How we see ourselves, which is important to good psychological health
- This includes the influence of our body image on inner personality
- At a simple level, we might perceive ourselves as a good or bad person, beautiful or
ugly.
- Self-image has an effect on how a person thinks, feels, and behaves in the world
- A person’s self-image is affected by many factors such as parental influences, friends,
social media, and the like

3. Ideal Self
- This is the person we would like to be
- It consists of our goals and ambitions in life, and is dynamic – i.e. forever changing
- If there is a mismatch between how you see yourself (your self-image) and what you’d
like to be (ideal self), then this is likely to affect how much you value yourself.
- A person’s ideal self may not be consistent with what actually happens in the life and
experiences of the person. Hence, a difference may exist between a person’s ideal
self and actual experience. This is called incongruence.

SUPPLEMENTAL READING

YOU NEED TO TAKE CHARGE OF YOUR FUTURE

There are three kinds of people in this world:

The first is the Moviegoer. This person watches the movie of their lives, admires some
parts and criticizes others. Aside from that, they do nothing else. All she says the whole day is, “I
like this thing and but I don’t like that thing.” The Moviegoer feels she has absolutely no control of
their lives --- except to comment about it. Moviegoers are the most pathetic, miserable people in
the world.

The second is the Actor. This person does not only watch the movie of her life. She
actually realizes she’s the Actor – and can control a big part of her life. She can actually make or
break the movie – by how well she delivers her lines and how she portrays her character. Actors
are a happy bunch, realizing they’re the start of the show and enjoy some level of control. But
many times, they wish the movie would end in another way – but realize that they have no say in
such things.

The third is the Scriptwriter. This person does not only watch, and she doesn’t only act,
but she actually creates the entire movie from her mind. She determines what she will say, what
she will do, and how the movie will end. She realizes she has enormous control over her life, and
sees to it that the movie of her life will turn out beautiful.

Who are you among these three people?

Do you merely watch your life go?

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Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful,
and I will give you all that you need for success.”

TOPIC 2
Developing the Whole
Person

ASPECTS OF THE SELF

1. Physical Self
Describe yourself. Try not to censor any thoughts
which come to your mind. Include descriptions of
your height, weight, facial appearance, and quality
of skin, hair and descriptions of body areas such as
your neck, chest, waist, legs.
2. Intellectual Self
Include here an assessment of how well you reason
and solve problems, your capacity to learn and
create, your general amount of knowledge, your
specific areas of knowledge, wisdom you have
acquired, and insights you have.
3. Emotional self
Write as many words or phrase about typical feelings
you have, feelings you have seldom have, feelings you try to avoid, feelings you especially enjoy,
feelings from your past and present, and feelings which are associated with each other.
4. Sensual Self
Write how you feel as a sensual person. What sense do you use most- sight, hearing, speaking,
smelling, touching? How do you feel about the different ways you take in information – through the
eyes, ears, mouth, nose, pores, and skin. In what ways do you let information in and out of your
body?
5. Interactional Self
Include descriptions of your strengths and weaknesses in intimate relationships and relationships to
friends, family, co-students and strangers in social settings. Describe the strengths and weaknesses
which your friends and family have noticed. Describe what kind of son or daughter, brother or sister
you are.
6. Nutritional Self
How do you nourish yourself? What foods do you like and dislike? What do you like and dislike about
these?
7. Contextual Self
Descriptors could be in the areas of maintenance of your living environment: reaction to light,
temperature, space, weather, colors, sound, and seasons and your impact on the environment.
8. Spiritual Self or Life Force

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This could include your feelings about yourself and organized religion, reactions about your
spiritual connections to others, feelings about your spiritual development and history, and thought
about your metaphysical self. Think about your inner peace and joy. Think about your spiritual
regimen or routine.

ASPECTS OF THE SELF

The self-concept is represented by several aspects of the self. It is conceived as collection

of multiple, context-dependent selves. This construct believes that context activates particular
regions of self-knowledge and self-relevant feedback affects self-evaluations and affect. A deeper
look on the different aspects of self can identify specific areas for self-regulation, stability and
improvement.
In a nutshell, an individual is
composed of three basic but very
different aspects of the self. They are the
physical or tangible aspects as they relate
to the body, the intellectual and
conscious aspects as they relate to the
mind, and the emotional and
intuitive aspects as they relate to the
spirit. All three aspects of the self-work
together in perfect harmony when
attention is paid to all three simultaneously.
Many individuals put a
strong emphasis on the physical aspect
of the self. The body is tangible, obvious,
and we respond to it easily. More time and
money is spent on enhancing the
physical component than either of the
other two aspects. This does not mean,
however, that the body is healthy or strong.
The body provides a place to house the
spirit (often experienced as
feelings) and the mind (often experienced as
thought).
It may be important to some
that their mind be prominent and well
educated. The mind is important, as it is the
part of the self that directs the other two
aspects. The mind learns what to do and
communicates the information to the
body and the feelings. What the mind
believes, the body manifests or acts on, and the emotions feel, or respond with. People
store both healthy and destructive thoughts and beliefs and responds to life's circumstances in
the most prominent manner. The mind provides access creativity and serenity which are
necessary for such processes as prayer, forgiveness, acceptance, and passion.
The human emotions are the most feared aspect of the self, as individuals are reluctant
and unprepared to manage them. Managing feelings is like trying to hold water in the palm of your
hand. They are illusive and deceptive. A decision made under emotional stress and strain usually
impacts emotions negatively. Negative emotions that are not managed are stored and repressed.
Repression is destructive to a content self since all feelings, not only negative ones are stored

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away. Accessing feelings when they are needed now becomes difficult, leaving the individual
numb and hopeless.

For instance, a girl realizes that she is giving much attention on the physical aspects and
less attention on her intellectual self. In this way, she can discover how much money and time
spent maintaining her physique and its consequences in her grades. By this honest evaluation of
herself, she can plan effective actions to improve her study habits. She can start seeking for help
and for related books to read or browse articles to help her improve her study habits.

SUPPLEMENTAL READING

THE STORY OF THE TWO WOLVES

The following is an old Cherokee Indian story that is enlightening and helpful.

One evening an old Cherokee told his grandson about a battle that goes on inside people.
He said, "My son, the battle is between two wolves inside us all."
"It is a terrible fight and it is between two wolves. One is evil - he is anger, envy, sorrow,
regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and
ego." He continued, "The other is good - he is joy, peace, love, hope, serenity, humility, kindness,
benevolence, empathy, generosity, truth, compassion, and faith. The same fight is going on inside
you - and inside every other person, too."
The grandson thought about it for a minute and then asked his grandfather, "Which
wolf will win?"
The old Cherokee simply replied, "The one you feed".

Knowing which wolf to feed is the first step towards recognizing you have control over your
own self.
Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself
but felt powerless to control? The purpose of this story is to help you find ways to manage your
mind so that you can live your life more in accordance with what your own judgment says is best
for you.
As we grow up, we gradually become aware of the many things in the external world which
are largely beyond our ability to control. These include
other people in general and most events in our lives.
Initially this is difficult to accept, but a more shocking
realization is that there are many things about ourselves
that we seem powerless to control.

Some of these are our own thoughts, feelings, and

actions which unfortunately can be the source of much
distress. It may be thoughts such as “I cannot stop hating
my teacher for not giving me high grades.” It may involve
an emotion e.g. “My girlfriend left me and I cannot stop
feeling sad, lonely and unloved.”
It can also be in the form of a behavior such as
the inability to control one's craving for food such as
cakes and chocolates.”
But are we indeed really powerless to control our
own maladaptive thoughts, feelings and actions? The

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grandfather’s answer "The one you feed" is deceivingly simple. The results of
psychological research indicate that there are at least four important concepts or ideas implied
by the answer:

THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS

The STORY OF THE TWO WOLVES gives rise to a number of questions. Let us share
our thoughts, feelings and opinions on the following questions. By taking time to do this, you will
learn to better manage your mind, feelings, and actions and consciously feeding the good wolf in
you.
 How aware are you of the two different opposing “wolves” operating within your mind,
one of which leads to pain and a diminished sense of life and the other to a joyous, meaningful,
and fulfilling life?
 When was the time you feel disappointed by the choice of behavior because you knew
that there was a more positive option but you just didn’t choose it?
 What ways or techniques or exercises do you
use to strengthen yourself so as to increase its potency
to choose and hence control your life?
 In what specific ways do you feed the
negative wolf?
 What specific ways do you use to feed the
positive wolf?

1. The mind is not the unitary entity it seems to us but consists of

different parts. For
example, in the story there are the two wolves and the “you” that
chooses between
them.
2. These parts of the mind/brain can interact
and be in conflict with each other i.e. the
two wolves fight for dominance over our mind
and behavior.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed” or
nurture the
selected wolf.

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TOPIC 3
Developmental
Tasks

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 developmental stages 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. 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.

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the
Developmental Tasks Theory in the most systematic and
extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in
stages, where the individual moves from one stage to the
next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those
that are typically encountered by most people in the culture
where the individual belongs. If the person successfully
accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his
community or society’s approval. This success provides a
sound foundation which allows the individual to accomplish
tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task, he is
unhappy and is not accorded the desired approval by society,
resulting in the subsequent experience of difficulty when
faced with succeeding developmental tasks. This theory
presents the individual as an active learner who continually interacts with a similarly active social
environment.
Havighurst proposed a biopsychosocial 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).

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Infancy and Early Childhood Middle Childhood Adolescence

(0-5) (6-12) (13-18)

 Learning to walk  Learning physical skills  Achieving mature relations

 Learning to take solid foods necessary for ordinary games with both sexes
 Learning to talk  Building a wholesome attitude  Achieving a masculine or
 Learning to control the toward oneself feminine social role
elimination of body wastes  Learning to get along with age-  Accepting one’s physique 
 Learning sex differences and mates  Learning an appropriate Achieving emotional
sexual modesty sex role independence of adults 
 Acquiring concepts and  Developing fundamental skills in Preparing for marriage and family
language to describe social and reading, writing, and calculating life
physical reality  Developing concepts necessary  Preparing for an economic
 Readiness for reading for everyday living career
 Learning to distinguish right  Developing conscience,  Acquiring values and an ethical
from wrong and developing a morality, and a scale of values system to guide behavior 
conscience  Achieving personal Desiring and achieving socially
independence responsibility behavior
 Developing acceptable attitudes
toward society

Early Adulthood Middle Adulthood Later Maturity

(19-30) (30-60) (61-)
Selecting a mate Helping teenage children to Adjusting to decreasing strength
 Learning to live with a partner  become happy and responsible and health
Starting a family adults  Adjusting to retirement and
 Rearing children  Achieving adult social and civic reduced income
 Managing a home responsibility  Adjusting to death of spouse
 Starting an occupation  Satisfactory career achievement  Establishing relations with one’s
 Assuming civic responsibility  Developing adult leisure time age group
activities  Meeting social and civic
 Relating to one’s spouse as a obligations
person  Establishing satisfactory living
 Accepting the physiological quarters
changes of middle age
 Adjusting to aging parent

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Developmental Stage Characteristics

1. Pre-natal (Conception to birth) Age when hereditary endowments and sex are fixed and
all body features, both external and internal are
developed.
2. Infancy (Birth to 2 years) Foundation age when basic behavior are organized and
many ontogenetic maturation skills are developed.
3. Early Childhood (2 to 6 years) Pre-gang age, exploratory, and questioning. Language
and Elementary reasoning are acquired and initial
socialization is experienced.
4. Late Childhood (6 to 12 years) Gang and creativity age when self-help skills, social
skills, school skills, and play are developed.
5. Adolescence (puberty to 18 Transition age from childhood to adulthood when sex
years) maturation and rapid physical development occur
resulting to changes in ways of feeling, thinking and
acting.
6. Early Adulthood (18 to 40 years Age of adjustment to new patterns of life and roles such
old) as spouse, parent and bread winner.
7. Middle Age (40 years to Transition age when adjustments to initial physical and
retirement) mental decline are experienced.
8. Old Age (Retirement to death) Retirement age when increasingly rapid physical and
mental decline are experienced.

WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

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

What are the expected What are the expected What are the expected tasks
tasks you have tasks you have partially you have not
successfully accomplished? accomplished?
accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-
10 (10 as the highest) on 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?
3. Do you think you are ready for 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
to take so you can better plan for the future?

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TOPIC 4
Challenges of Late
Adolescence

THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE

Physical Development
 Most girls have completed the physical changes related to puberty by age 15.
 Boys are still maturing and gaining strength, muscle mass, and height and are completing the
development of sexual traits.

Emotional Development
 May stress over school and test scores.
 Is self-involved (may have high expectations and low self-concept).
 Seeks privacy and time alone.
 Is concerned about physical and sexual attractiveness.
 May complain that parents prevent him or her from doing things independently.
 Starts to want both physical and emotional intimacy in relationships.
 The experience of intimate partnerships

Social Development
 shifts in relationship with parents from dependency and subordination to one that reflects the
adolescent’s increasing maturity and responsibilities in the family and the community,
 Is more and more aware of social behaviors of friends.
 Seeks friends that share the same beliefs, values, and interests.
 Friends become more important.
 Starts to have more intellectual interests.
 Explores romantic and sexual behaviors with others.
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).

Mental Development
 Becomes better able to set goals and
think in terms of the future.
 Has a better understanding of complex
problems and issues.
 Starts to develop moral ideals and to
select role models

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HOW MINDFUL AM I?
[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]

For each of the following situations, decide whether the person followed these
guidelines for mindful speech:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

In your journal, for each number, mark √ for yes, X for no, or ? if you’re not sure. There
could be more than one 'correct' answer. The purpose of this activity is to reflect on the situations
and whether you've witnessed or experienced something similar in your own life.

1. I did really well on an exam. I said to my friends, “I got the top score. What did you get?” Did I
T.H.I.N.K. before I spoke? ____T____H____I____N____K

2. One of my friends was bragging about getting a good score on a test, and I didn't want to tell
him I failed. I said, "Congratulations!" then started talking about something else. Did I T.H.I.N.K.
before I spoke? ____T____H____I____N____K

3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I
didn't think it looked that bad, so I told her, “Your hair’s not as weird as everyone says it is.” Did I
T.H.I.N.K. before I spoke? ____T____H____I____N____K

4. A woman with a big belly was about to enter the building. I told my friend, “We need to go open
the door for that lady. She’s pregnant.” Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K

5. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Hey, I’m not
pregnant! You sayin’ I’m fat?” Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

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 PERSONAL DEVELOPMENT

6. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Thank you for
holding the door, but I’m actually not pregnant.” Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told him what
I’d seen. Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

8. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him
she was cheating. Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

SUPPLEMENTAL READING

LIVING MINDFULLY

Living mindfully is like being an artist: you need the right tools to practice your craft, and
you need to constantly refine your technique to achieve your creative potential. In the same way,
using the present moment tools below will help you to hone a consistent mindfulness practice that
will in time lead to a more aware, compassionate and fulfilling way of life.

Tool 1 Breathe Mindfully. Use your breath as an anchor to still your mind and bring your
focus back to the present moment.
Tool 2 Listen Deeply. Listen with intention; let others fully express themselves and focus
on understanding how they think and feel.
Tool 3 Cultivate Insight. See life as it is, allowing each experience to be an opportunity
for learning.
Tool 4 Practice Compassion. Consider the thoughts and feelings of others and let
tenderness, kindness and empathy be your guides.
Limit Reactivity. Observe rather than be controlled by your emotions. Pause,
Tool 5 breathe, and choose a skillful response based on thoughtful speech and
nonviolence under every condition.
Tool 6 Express Gratitude. Practice gratitude daily and expand it outward, appreciating
everyone and everything you encounter.
Tool 7 Nurture Mutual Respect. Appreciate our common humanity and value different
perspectives as well as your own.
Tool 8 Build Integrity. Cultivate constructive values and consistently act from respect,
honesty and kindness.
Tool 9 Foster Leadership. Engage fully in life and in community. Share your unique
talents and generosity so that others can also be inspired.
Be Peace. Cultivate your own inner peace, becoming an agent for compassionate
Tool 10
action and social good.

Which tools do you use most often? Which tools do you use least often? Can you think of
ways to incorporate those tools into your life? Which one could you try today?

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 PERSONAL DEVELOPMENT

SUPPLEMENTAL READING

ENCOURAGEMENT 101: The Courage to Be Imperfect

By Timothy D. Evans, Ph.D

Encouragement is the key ingredient for improving your relationships with others. It is the
single most important skill necessary for getting along with others – so important that the lack of
it could be considered the primary cause of conflict and misbehavior. Encouragement
develops a person’s psychological hardiness and social interest. Encouragement is the
lifeblood of a relationship. And yet, this simple concept is often very hard to put into practice.
Encouragement is not a new idea. Its spiritual connotation dates back to the Bible in
Hebrews 3:11 which states “Encourage one another daily.” Encouragement, as a psychological
idea, was developed by psychiatrist Alfred Adler in the early 20th century and continued to evolve
through the work of Adler’s follower Rudolph Dreikurs. However, even today, relatively few
educators, parents, psychologists, leaders or couples have utilized this valuable concept. Most of
the time, people mistakenly use a technique like praise in an effort to “encourage” others.
Half the job of encouragement lies in avoiding discouraging words and actions. When
children or adults misbehave, it is usually because they are discouraged. Instead of building them
up, we tear them down; instead of recognizing their efforts and improvements, we point out
mistakes; instead of allowing them to belong through shared decision-making and meaningful
contributions, we isolate and label them.
Most of us are skilled discouragers. We have learned how
to bribe, reward and, when that fails, to punish, criticize, nag,
threaten, interrogate and emotionally withdraw. We do this as an
attempt to control those we love, bolstered by the mistaken belief
that we are responsible for the behavior of everyone around us,
especially our spouses and children. These attempts to control
behavior create atmospheres of tension and conflict in many
houses.

Most commonly, we discourage in five general ways:

 We set standards that are too high for others to meet because we
are overly ambitious.
 We focus on mistakes as a way to motivate change or improved
behavior.
We make constant comparisons (self to others, siblings to one
another).
 We automatically give a negative spin to the actions of others.
 We dominate others by being overly helpful, implying that they are unable to do it as well.

Encouragement is not a technique nor is it a special language used to gain compliance.

Encouragement conveys the idea that all human beings are worthwhile, simply because they
exist. In one sentence, Mr. Rogers does more for a child’s sense of adequacy than a hundred
instances of praise when he says, “I like you just the way you are.” Not I like you when you do it

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 PERSONAL DEVELOPMENT

well enough, fast enough and get it all correct. Encouragement develops children’s psychological
hardiness -- their ability to function and recover when things aren’t going their way.
Encouragement enhances a feeling of belonging which leads to greater social interest.
Social interest is the tendency for people to unite themselves with other human beings and to
accomplish their tasks in cooperation with others. The Junior League mission of “developing the
potential of women and improving communities through the effective action and leadership of
trained volunteers” is rooted in the idea of social interest.
The first step to becoming an encouraging person is to learn to distinguish encouragement
from discouragement. As a rule, ask yourself: Whatever I say or do, will it bring me closer
together or farther apart from this person?
We all have the power to be more encouraging people. The choice, as always, is yours.

SUPPLEMENTAL READING

BEING HAPPY

You may have defects, be anxious and sometimes live irritated, but do not forget that your
life is the greatest enterprise in the world. Only you can prevent it from going into decadence.
There are many that need you, admire you and love you.
I would like to remind you that being happy is not having a sky without storms, or roads
without accidents, or work without fatigue, or relationships without disappointments.
Being happy is finding strength in forgiveness, hope in one’s battles, security at the stage
of fear, love in disagreements.
Being happy is not only to treasure the smile, but that you also reflect on the sadness. It
is not just commemorating the event, but also learning lessons in failures. It is not just having joy
with the applause, but also having joy in anonymity.
Being happy is to recognize that it is worthwhile to live, despite all the challenges,
misunderstandings and times of crises.
Being happy is not inevitable fate, but a
victory for those who can travel towards it with your
own being.
Being happy is to stop being a victim of
problems but become an actor in history itself. It is
not only to cross the deserts outside of
ourselves, but still more, to be able to find an oasis
in the recesses of our soul. It is to thank God
every morning for the miracle of life.
Being happy is not being afraid of one's
feelings. It is to know how to talk about ourselves. It
is to bear with courage when hearing a "no". It is
to have the security to receive criticism, even if is unfair. It is to kiss the children, pamper the
parents, have poetic moments with friends, even if they have hurt us.
Being happy means allowing the free, happy and simple child inside each of us to live;
having the maturity to say, "I was wrong"; having the audacity to say, "forgive me". It is to have
sensitivity in expressing, "I need you"; to have the ability of saying, "I love you." So that your life
becomes a garden full of opportunities for being happy...
In your spring-time, may you become a lover of joy. In your winter, may you become a
friend of wisdom. And when you go wrong along the way, you start all over again. Thus you will
be more passionate about life. And you will find that happiness is not about having a perfect life

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but about using tears to water tolerance, losses to refine patience, failures to carve serenity, pain
to lapidate pleasure, obstacles to open the windows of intelligence.
Never give up ... Never give up on the people you love. Never give up from being happy
because life is an incredible show. And you are a special human being!

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 PERSONAL DEVELOPMENT

REFERENCES

Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and

Character Building. AR Skills Development and Management Services (SDMS), Paranaque City,
Metro Manila.
What Is Self-Concept in Psychology? - Definition & Overview. (2015, June 16). Retrieved from
https://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-
quiz.html.
Ideal Self vs. Real Self: Definition & Difference. (2014, September 18). Retrieved from
https://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html.
LeMind, Anna (2012). Seven Basic Personal Effectiveness Skills. Retrieved from
http://www.learning-mind.com/7-basic-personal-effectiveness-skills/
Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass
Your Dreams One Step at a Time. Shepherd’s Voice Publishing
The Story of the Two Wolves: Managing your thoughts, feelings, and actions. (2012, February
21). Retrieved from http://www.psychologymatters.asia/article/65/the-story-of-the-two-
wolvesmanaging-your-thoughts-feelings-and-actions.html
Staik, Athena (2013). The Timeline Exercise: Creating Shifts & Healing Meanings in Your Life
Story. Retrieved from http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-
life-storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason,
Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc.
Hannay, Catherine (2016). Think Before You Speak 2: Case Studies in Mindful Speech. Retrieved
from http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
Hannay, Catherine (2015). How Mindful Am I? Retrieved from
http://www.mindfulteachers.org/2015/04/how-mindfulam-i-quiz.html
Heine, K. (2019). Build a Brand to Change your World. Retrieved from https://upmarkit.com/what-
is-the-difference-between-brand-identity-and-self-concept
Dudovskiy, John (2012). Development Needs Analysis and Personal Development Plan: an
example. Retrieved from https://research-methodology.net/development-needs-analysis-and-
personal-development-plan-an-example/.
Welker, Samantha (2019). The Types of Self-Care You Should Be Practicing. Retrieved from
http://theglitterguide.com/2019/06/13/the-types-of-self-care-you-should-be-practicing/
Mittal, Tanvi (2016). Every Emotion is beautiful. Retrieved from
https://medium.com/@tanvimittal/every-emotion-is-beautiful-c47acd7b61f7
Pujangga, Indera. Robert J. Havighurst: Six Major Stages in Human Life. Retrieved from
http://mind-philosopher.blogspot.com/2013/10/robert-j-havighurst-six-major-stages-in_2.html

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Nelson, Chris (2014). “Late Adolescence”- What’s Going On?. Retrieved from
https://chrisnelson.me/2014/03/
Roy, Riyanka (2017). Being Happy is More Important than Being Successful. Retrieved from
https://thriveglobal.com/stories/being-happy-is-more-important-than-being-successful/
McLeod, S. A. (2008). Self concept. Simply Psychology. https://www.simplypsychology.org/self-
concept.html

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At the end of the module, you should be able to:

 Discuss an understanding of mental health and

psychological well-being to identify ways to cope
with stress during adolescence
 Identify causes and effects of stress in one’s life
 Demonstrate personal ways to cope up with stress
and maintain mental health
 Discuss that understanding the different parts of the
brain, processes and functions may help in
improving thoughts, behavior and feelings.
 Explore many ways on how to improve brain
functions for personal development
 Develop a personal plan to enhance brain functions
 Discuss that understanding the intensity and
differentiation of emotions may help in
communicating emotional expressions
 Explore one’s positive and negative emotions and
how one expresses or hides them
 Demonstrate and create ways to manage various
emotions

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“Creating a Healthy Mindset is an investment in

your overall being.”

TOPIC 5

Mental Health and

Well-Being in Middle
and Late Adolescence

SIGNS OF TROUBLE
Put A check mark under the Column Yes or No for each of the items below:

Test Your Mood Yes No

Do you feel sad, depressed or down most of the time?
Are you unable to enjoy the things that once gave you pleasure?
Do you feel tired and/or lack of energy most of the time?
Do you have trouble sleeping or do you sleep too much?
Do you find it difficult to concentrate or make decisions?
Have you had an increase or decrease in appetite or weight?
Have you had feelings of worthlessness or guilt?
Have you felt frightened or panicky for no apparent reason at all?
Have you felt restlessness and found it difficult to sit still?
Have you felt restlessness and found it difficult to sit still?
Have you been feeling anxious or worried?
Have you felt like you just cannot go on or had thoughts of death or
dying?

WHAT IS PSYCHOLOGICAL WELL-BEING?

At the most basic level, psychological wellbeing (PWB) is quite similar to
other terms that refer to positive mental states, such as happiness or
satisfaction. It is used to describe an individual’s emotional health and overall functioning. The
author of a study published in Applied Psychology: Health and Well-Being describes
psychological well-being as the “the combination of feeling good and functioning effectively.”
Researchers also have found that the absence of distress does not necessarily indicate a
person has high psychological well-being. High psychological well-being is about feeling happy
and doing well. People with high psychological well-being report feeling capable, happy, well-
supported, and satisfied with life.

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Why It Matters
Studies have discovered that people with higher psychological well-being are more
likely to live healthier and longer lives. They are also more likely to enjoy a better quality of
life. Better psychological well-being also is associated with fewer social problems.
For instance, research has found that people with
high psychological well-being are less likely to
engage in criminal activity or abuse drugs and
alcohol. In addition, positive psychological well-being
tends to predict higher earnings and more prosocial
behavior, such as volunteering.
Psychological well-being is a key part of feeling
happy and being able to function day-to-day. It is easier
than you may think to develop healthy habits that can
foster your emotional health. Start small and try practicing
one or two strategies to maximize your psychological well-being, such as writing down a few of
your strengths or happy memories. Over time, you will see the effects that these practices have
on your positivity and overall mental health.
WHAT IS MENTAL HEALTH?
Mental health includes our emotional, psychological, and social well-being. It affects how
we think, feel, and act. It also helps determine how we handle stress, relate to others, and make
choices. Mental health is important at every stage of life, from childhood and adolescence through
adulthood.
Over the course of your life, if you experience mental health problems, your thinking,
mood, and behavior could be affected. Many factors contribute to mental health problems,
including:

 Biological factors, such as genes or brain chemistry

 Life experiences, such as trauma or abuse
 Family history of mental health problems

SUPPLEMENTAL READING

CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It’s the way your thoughts, feelings, and
behaviors affect your life. Good mental health leads to positive self-
image and in-turn, satisfying relationships with friends and others.
Having good mental health helps you make good decisions and deal
with life’s challenges at home, work, or school.
It is not uncommon for teenagers to develop problems with their
mental health. Problems can range from mild to severe, and can
include depression, anxiety, body esteem issues, and suicide, among
others.

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Unfortunately, most young people with mental health problems don’t get any treatment for
them.
Research shows that effective treatments are available that can help members of all racial,
ethnic, and cultural groups.
If you broke your leg or came down with pneumonia, you wouldn’t let it go untreated. Often
however, young people ignore mental health problems thinking they will “snap out of it,” or that
they are something to be ashamed of. That kind of thinking prevents people from getting the help
they need. Sometimes getting help is a matter of understanding mental health issues and
changing your mind about them.

TOPIC 6

Coping with Stress

in Middle and Late
Adolescence

UNDERSTANDING THE DYNAMICS OF STRESS

Try to recall a moment in your life when everything seemed to stress you out. How about
the time when you were relaxed and there seemed to be no pressure around you? Which of the
two is easier to recall? At present, is your life dominated by stress-free moments or stressful
events?
Do not fret if you realize that you are living a stress-filled life. Stress is not just a concern
for adults but for young people, too. Adolescence has been considered, almost by definition, a
period of heightened stress (Spear, 2000) due to the many changes experienced concomitantly,
including physical maturation, drive for independence, increased salience of social and peer
interactions, and brain development. (Blakemore, 2008).
What is Stress?
Stress is the body’s reaction to a challenge,
which could be anything from outright physical
danger to asking someone for a date or trying out
for a sports team. According to Bloom (1998),
stressful events are those external events that
make adaptive demands on a person. These events
place physical and emotional pressure on us. They
demand and mobilize the body’s defenses. It is a
many-faceted process that occurs in reaction to
events or situations in our environments called
stressors. An interesting feature of stress
Stressors
In simple terms, the Merriam-Webster
dictionary defined stressor as something that
makes you worried or anxious or a source of stress.
Normally, you think of stress as stemming from

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negative events in our lives, positive events such as getting married or receiving an unexpected
job promotion can also produce stress (Brown & McGill, 1989).
Causes and Effects of Stress
Just as there is great variety in the range of emotions you might experience, there are
many possible manifestations of stress – in your private life and in your working life. Here are
some words that describe the emotions associated (as cause and effect) with stress.

 Anxiety
 Pressure
 Misery
 Strain
 Desperation
 Tension
 Anger
 Panic
 Dejection

Prolonged stress can be devastating; burnout, breakdown, and depression are some of
the potential results of long-term, unmanaged stress. By wearing a mask, you may expect to hide
stress caused by problems in your personal life and not let them influence your performance on
the job. This will probably not work. The more you try to hold your emotions in, the greater the
pressure build-up will be.

SUPPLEMENTAL READING

Everyday frustrations cause stress build-up

From the time you wake up until you go to sleep, you may be confronted with a succession
of stressful situations. Managing to get yourself (and possibly a spouse and children) out of bed
and ready to face the day can be a challenge to your patience and ingenuity. Driving to school or
work can be harrowing – especially if you’re running late. You may experience frustration in
arranging to get the car repaired. You may face conflicts in school or at work, such as coping with
unrealistic deadlines, equipment failures, or
unexpected bad weather. If part of your job is selling,
you may experience feelings of rejection when most of
your customers say “no.”

A series of stressful and frustrating

experiences throughout the day can cause you to lie
awake at night in an emotional turmoil – unable to get
needed rest. You face the next day with less emotional
and physical stamina. After another stressful day and
another night without rest, you may have even less
emotional strength and stability. Therefore, stress
build-up, if not resolved, continues day after day.

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Problems in our personal life can be devastating

Surviving the normal, everyday stress described above can be difficult. But far more
serious and painful circumstances can create long-term stress. More serious stressful
circumstances may include separation from loved ones, personal illness, or illness of a loved one,
death of someone you care about, or conflict with a spouse or close friend. Other major causes
of stress are problems with drug and alcohol abuse, domestic violence, care of children and
elderly relatives, chronic mental illness, injury, physical handicaps, even moving to a new home,
if you’ve lived in the same place for more than 10 years. The list goes on and on. Managing your
personal finances can be another stressful experience. This can be a problem no matter what
your income level, but it is especially difficult if you must support a family and do not earn enough
to live comfortably. Unpaid bills, unwise use of credit, and budget limitations can make life difficult.

A common cause of stress is dealing with life’s transitions

This is especially true when a person must cope with too many transitions all at once. For
example, Ellen has just completed a program in fashion merchandising. She is eager to get
started on her new job. Her mother is ill and requires care. Her father died a few months ago.
Ellen’s new job requires that she relocate to a town 100 miles from home. The move, a new
career, and a change in family relationships may cause excessive stress for her. Too many
changes have arrived at the same time.

WHAT CAUSES YOU TO “LOSE YOUR COOL”?

We all have certain things, situations, or people that cause us to lose our composure from
time to time. Determine what causes YOU to “lose your cool” by completing this activity. When
you begin to identify your stressors, you can become skilled at preventing negative
consequences. Place an X next to each factor that causes you stress. There are blank spaces
provided so you can add your own.
______ being late ______ too much homework
______ speaking in public ______ babysitting
______ going to the dentist ______ arguments with friends
______ restrictions at home ______ chores
______ lack of sleep ______ no date for a dance
______ pimples ______ physical education class
______ math class ______ English class
______ other class ______ boredom
______ rude people ______ no money
______ no transportation ______ playing on a sports team
______ not being included in a sports team ______ losing something valuable
______ parents fighting ______ getting detention
______ your job ______ taking tests
______ video games ______ using a computer
______ closed-in spaces ______ commercials
______ interruptions while busy ______ getting an injection
______ arguments with parents ______ fight with boyfriend/girlfriend
______ losing ______ careless drivers
______ slow drivers ______ loud people

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______ baby crying ______ disrespectful children

______ a friend betrays you

STRESS SIGNALS
Take a look at the warning signs of stress listed below. Write down in your Journal all of the
warning signs that apply to you.

Physical Emotional Behavioral

______ headaches ______ mood changes ______ smoking
______ stomach aches ______ lack of concentration ______ nail biting
______ dizziness ______ nightmares ______ tapping
______ back pain ______ panic attacks ______ pulling hair
______ neck stiffness ______ anxiety ______ grinding hair
______ ulcer sores on mouth ______ anger ______ use of alcohol
______ jaw pains ______ irritability ______ use of medication
______ weight loss ______ crying ______ compulsive dieting
______ weight gain ______ thoughts of suicide ______ hair chewing
______ twitches (eyelids, face) ______ depression ______ nervous laughter
______ weakness ______ confusion ______ pacing
______ nausea ______ feelings of helplessness ______ lateness
______ indigestion ______ restlessness ______ putting things off
______ excessive sleeping ______ racing thoughts ______ not caring about physical
______ overeating ______ aggressiveness Appearance
______ loss of appetite ______ compulsive overeating
______ inability to sleep
______ skin problems
______ constant fatigue
______ cold hands or feet
______ excessive sweating
______ chest pain
______ high blood pressure
______ rapid or difficult
Breathing

STRESS RESPONSE

Your stress response is the collection of physiological changes that

occur when you face a perceived threat—when you face situations where
you feel the demands outweigh your resources to successfully cope. These situations are known
as stressors.
When your stress response is triggered, a series of changes occur within your body. They
include:
 Redirection of blood away from extremities
and instead to major organs

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 The release of cortisol and other hormones,

which bring other short- and long-term
changes.
 The stress response is intended to give you
a burst of energy so you’re able to fight off
attackers or run away from them effectively.
This helped our ancestors, who faced
numerous physical threats, to stay safe. However,
now our threats tend to be less physical and more
associated with our way of life—a challenge to our
status, a demand for performance, etc. In addition to
giving us a set of changes that may not match our
needs as well (it might be more effective for us to have
a burst of mental clarity or wisdom than a burst of
physical strength, for example), the stress response
can actually cause harm if it leads to a state of chronic
stress—that is, if our stress response is triggered, and
then our body doesn’t go back to its normal state via
the relaxation response.

SUPPLEMENTAL READING

Understand the Causes of Stress

Understanding why you are under stress is important.
This may seem obvious, but it requires deliberate, conscious
effort to pause and simply ponder your situation. By now, you
are familiar with the stress response, the emotional or
physical symptoms of uncontrolled stress. Now you need to
try to discover the stressors, the factors of which create the
stress in your life.

How does Stress affect your Health?

The link between stress and personal health,
according to medical experts, is very strong (Kiecot-Glaser &
Glaser, 1992).
The precise mechanism involved remain to be
determined, but growing evidence suggest that the process
goes something like this: By draining our resources and
keeping us off balance physiologically, stress upsets our
complex internal chemistry. In particular, it may interfere with our
immune system. Unfortunately, prolonged exposure to stress
seems to disrupt this system. Additional research on the effect of
stress on animals and humans suggest that a variety of stressors,
including disruptions in interpersonal relationships, loneliness,
academic pressure, daily hassles, and the lack of social support,
can interfere with our immune system (Cohen et al,. 1992).
Deal with the Stressors
Develop techniques to deal with the causes of stress. The
longer you avoid dealing with the stress factors, the more the stress will build up. If tension comes

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because you have put off an unfinished task, restructure your priorities so you can get the task
that you have been avoiding out of the way and off your mind.
Learn to Work under Pressure or Unusual Conditions
When you can’t reduce the stressors, you need to manage your stress response. Almost
everyone, at least at some point, has to meet
deadlines, keep several jobs going at once,
resolve problems that come up, and do extra
work when necessary. However, when the
pressure mounts, you can relieve it. Relaxation is
key—but most people must train themselves to
relax when the pressure is on. Some tips to relax
when under pressure are the following:

 Stop for a moment (especially when you feel

your muscles tightening up) and take a few deep
breaths.
 Do a relaxing exercise. Swing your hands at
your sides and stretch.
 Take a “power nap.” Lie down and totally relax
for a few minutes.
 Find time to do the things you enjoy.
 Leave your study area for a while to take a
brisk walk.
 Find a quiet place to read a magazine or novel
during break or at lunch.
 If possible, look at some peaceful images such
as forests, beaches, etc. These images can
initiate a relax
 Look up
 Keep something humorous on hand, such
as a book of jokes

SUPPLEMENTAL READING

HEALTHY EATING AND MENTAL HEALTH

Healthy eating nourishes the body, including the brain, and supports mental health
through:
 Improved overall health and vitality
 Increased ability to concentrate
 Reduced irritability and mood swings
 Lowered risk of mental illness
There is some evidence that healthy eating may be a factor in lowered risk of depression
and improved ability to deal with stress and anxiety (Healthy U Alberta, 2009).

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 PERSONAL DEVELOPMENT

Physical Activity and Mental Health:

Physical activity can make you feel good physically and build confidence. Evidence
suggests that physical activity may contribute to improved mood and increased self-esteem, self-
confidence and sense of control (UK Dept of Health, 2004; Fox, 1999).
Some types of physical activity may provide an opportunity to connect with others and
develop supportive relationships. Getting physically active may (CSEP, 2011):
 Make you feel better physically and feel better about yourself.
 Improve your mood.
 Improve self-esteem
 Reduce physical reactions to stress.
 Help you sleep better.
 Give you more energy.
Physical activity may be effective in preventing or reducing symptoms associated with
anxiety and depression. How physical activity improves mood and relieves anxiety is not yet clear.
Some theories propose that physical activity (UK Dept. of Health, 2004; Fox, 1999):
 Increases body temperature, thus relaxing muscle tension.
 Releases feel-good chemicals that improve mood.
 Offers a “time-out” from worries and depressing thoughts.
 Increases self-confidence, feeling of competence and a sense of mastery.
 Provides a sense of belonging and mutual support when participating with others.

Sleep and Mental Health

Most teens need 9-11 hours of sleep every night. Problems from not being fully rested include:

 Irritability
 Difficulty concentrating and learning
 Don’t move information from short-term to long-term memory as well
 Falling asleep in class
 Mood swings and behavior problems
 More accident prone
 More prone to depression

Suggestions for getting a good night sleep:

 Stay away from stimulants like caffeine in
the evening, including chocolate, colas, and
other caffeinated beverages. These delay
sleep and increase night waking.
 Do not go to bed hungry, have a light snack.
 Turn off any TV’s, computes, or cellphones,
or just do not have electronics in the
bedroom.
 Disengage from any stimulating activities
like exercise, computer games or talking
on the phone for at least 30 minutes’ prior
to bedtime. Reading is much more
relaxing and may help you fall asleep.
 Taking a warm bath or shower helps
prepare the body for sleep.

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PERSONAL DEVELOPMENT

 If you are not feeling rested and functioning

at your best most days, talk to your
parents. You may need to speak to a doctor if
you are having problems sleeping in spite of
trying the above tips.
 Try a cup of hot milk

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 PERSONAL DEVELOPMENT

REFERENCES
Morin, Amy (2020). How to Improve Your Psychological Well-Being. Retrieved from
https://www.verywellmind.com/improve-psychological-well-being-4177330
80 Inspirational Mental Health Quotes, Sayings and Images. Retrieved from March 16, 2019, from
https://www.therandomvibez.com/mental-health-inspirational-quotes/.
Top 100 Encouraging Quotes And Words of Encouragement. (n.d.). Quote Ambition. Retrieved
July 11, 2020, from https://www.quoteambition.com/best-encouraging-quotes-words-
encouragement/
https://i.pinimg.com/originals/61/54/88/615488a7d95858e94b5cdc9ad768cc29.jpg
Wilson, James (2020). How Stress affects the Body. Retrieved from
https://adrenalfatigue.org/stress-and-your-health/got-stress/stress-affects-body/.
Retrieved from https://www.mentalhealthtips.xyz/mental-health-activities-important-safety-
information/ (2016).
Retrieved from https://www.alamy.com/conceptual-hand-writing-showing-mental-health-concept-
meaning-demonstratings-condition-regard-to-their-psychological-well-being-figure-of-people-
talk-image244058127.html (2020).
Retrieved from https://www.dreamstime.com/illustration/psychological-wellbeing.html (2020).
Hammad, Adwaa (2016). Tackling the Mental Health Taboo: Part 3. Retrieved from
https://missmuslim.nyc/tackling-the-mental-health-taboo-part-3/
Schmarzo, Max (2017). Physical and Psychological Stressors (The Autonomic Nervous System).
Retrieved from http://strongbyscience.net/2017/09/28/physical-physiological-stressors-
autonomic-nervous-system/
L Ann Masters. (2011). Personal development for life and work. South-Western Cengage
Learning.

Taking Charge of Your Health & Wellbeing. (2016). Taking Charge of Your Health & Wellbeing.
http://www.takingcharge.csh.umn.edu

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 PERSONAL DEVELOPMENT

TOPIC 7
The Powers of the
Mind

Big Question: How do we develop the powers of our mind?

Lateral Thinking Puzzles
1. You are driving down the road in your car on a wild, stormy night, when you pass by a bus stop
and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about Knowing that there can only be one
passenger in your car, whom would you choose?
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer.
They don't know what he looks like but they know his name is John and that he is inside the
house. The police bust in on a carpenter, a lorry driver, a mechanic and a fireman all playing
poker. Without hesitation or communication of any kind, they immediately arrest the fireman. How
do they know they've got their man?
3. A man lives in the penthouse of an apartment building. Every morning he takes the elevator
down to the lobby and leaves the building. Upon his return, however, he can only travel halfway
up in the lift and has to walk the rest of the way - unless it's raining. What is the explanation for
this?
4. A man and his son are in a car crash. The father is killed and the child is taken to hospital
gravely injured. When he gets there, the surgeon says, 'I can't operate on this boy - for he is my
son!!!' How can this possibly be?

SUPPLEMETARY READING

THE HUMAN BRAIN

The human brain is a sponge-like structure which is pink-gray in color. Despite how
unattractive it may look, the brain is truly marvelous organ, working 24 house a day doing a very
amazing job at enabling us to solve problems, learn skills, and, most basically - making us
physically alive! The brain weighs 3lbs, and most of its weight comes from the cerebral cortex,
the part of the brain which is in charge of our thinking functions.

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 PERSONAL DEVELOPMENT

The Structure of the Human Brain

3 Sections

1. HINDBRAIN/ BRAIN STEM

- contains the cerebellum, which coordinates
muscle movement with input from our sense; and
the medulla, which controls breathing, heart
rate, digestion.

2. MIDBRAIN
- has to do with emotions, and the formation of
long-term memory. It is composed of:
a. Reticular Formation which keeps us awake,
aware, and alert our brain for urgent stimuli/
information from our environment.
b. Thalamus, where sensory information pass
before reaching and being processed at the
cerebral cortex.
c. Hypothalamus, involved in the regulation of
basic biological needs such as hunger, thirst, sex drive, and temperature regulation.
d. Limbic System, the “Seat of Emotion”, is composed of various structures including parts of the
thalamus and hypothalamus, as well as:
d.1. hippocampus which is crucial in the processing of information to form long-term
memory
d.2. amygdala which is connected with aggression, and plays a central role in the learning
of fear responses and the processing of other basic emotional responses.

3. FOREBRAIN/ NEOCORTEX/ CEREBRUM

- largest and most complex part of the human brain, and is said to be the “Seat of Complex Thought”,
responsible for our most complex mental activities, including learning, thinking, and consciousness
(the awareness of our sensations, thoughts, and feelings).
Its outer layer is called Cerebral Cortex, where sensory information is processed. The cerebrum
is divided into two halves known as the Cerebral Hemispheres, which are connected by a bundle of
nerve fibers called the Corpus Callosum. The Left and Right Hemispheres process information
input from our sensory systems and enable us to make connections between these inputs. The ability
to make connections between sensory inputs is what makes learning possible because we get to
make meaning out of our experiences.

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 PERSONAL DEVELOPMENT

Each cerebral hemisphere is

divided into four lobes, each
handling particular functions.
a. Frontal Lobe
b. Parietal Lobe
c. Temporal Lobe
d. Occipital Lobe

SUPPLEMENTARY READING
“I hate you, I wish you would die!”
Saying Hurtful Things We Do Not Actually Mean

During heated arguments, have you ever said or done certain things you did not really
mean? Under ordinary circumstances, both reason (processed by the cerebral cortex) and
emotion (processed by emotional centers of the brain) play a role in our rational behavior and
decision-making. But when we push the role of the cerebral cortex to a back seat. As we lose our
reason to emotion, e.g. anger, the amygdala reacts very quickly, too fast in fact, that is pushes
the role of the cerebral cortex to a back seat. As we lose our reason to emotion, we tend to think
and act irrationally. After the intense emotion subsides, reason
resurfaces and we find ourselves regretting what we said/ have
done.
The next time you find yourself very angry, extremely
irritated, or even tired or hungry, don’t fall victim to your emotions.
Feelings occur naturally anyway; we cannot control them. But what
we do with our feelings is our full responsibility. So, when you find
yourself feeling really very emotional, take a deep breath and
choose not to react immediately. You will eventually find your calm
and clarity on how to best handle the situation. As the saying goes,
“Anger is only one letter short of Danger.”

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 PERSONAL DEVELOPMENT

TOPIC 8
Emotional
Intelligence

Big Question: How can you manage your emotions?

What Is Emotional Intelligence?
Emotional intelligence is the ability to understand, use, and manage our emotions.
Emotional intelligence is sometimes called EQ (or EI) for short. Just as a high IQ can predict
top test scores, a high EQ can predict success in social and emotional situations. EQ helps us build
strong relationships, make good decisions, and deal with difficult situations.
One way to think about EQ is that it's part of being people-smart. Understanding and getting along
with people helps us be successful in almost any area of life. In fact, some studies show that EQ is
more important than IQ when it comes to doing
well in school or being successful at work.
Adolescence has long been described as a These two minds, the emotional and the
time when emotional turmoil (Hall, 1904). In its rational, operate in tight harmony for the
extreme form, this view is too stereotypical most part, intertwining their very different
because adolescents are not constantly in a ways of knowing to guide us through the
state of “storm and stress”. Nonetheless, early world. Ordinarily there is a balance between
adolescence is a time when emotional highs emotional and rational minds, with emotion
and lows increase (Rosenblum & Lewis, 2003). feeding into and informing the operations of
Young adolescents can be on top of the world the rational mind, and the rational mind
one moment and down in the dumps the next. In refining and sometimes vetoing the inputs of
many instances, the intensity of their emotions the emotions. Still, the emotional and rational
seems out of proportion to the events that elicit minds are semi-independent faculties, each
them. Young adolescents might sulk a lot, not reflecting the operation of distinct, but
knowing how to adequately express their interconnected, circuitry in the brain (p.9)
feelings. -Daniel Goleman
Understanding Emotions through some significant theories
A. James-Lange Theory: Body before Thoughts
William James (1842-1910): “We feel afraid because we tremble, sorry because we cry.”

The James-Lange theory states that emotion is our conscious awareness of our physiological
responses to stimuli.
- Our body arousal happens first, and then the cognitive awareness and label for the feeling:
“I am angry.”
- For example, suppose you are walking in the woods and see a grizzly bear. You begin to
tremble, and your heart begins to race. The James-Lange theory proposes that you will
conclude that you are frightened (“I am trembling; therefore, I am afraid”). According this
theory of emotion, you are not trembling because you are not trembling because you are
frightened. Instead, you feel frightened because you are trembling.

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PERSONAL DEVELOPMENT

B. Cannon-Bard Theory: Simultaneous Body Response and Cognitive Experience

The Cannon-Bard Theory asserts that we have a conscious/cognitive experience of an

emotion at the same time as our body is responding, not afterward.
- Human body responses run parallel to the cognitive responses rather than causing them.
- Emotions are not just a separate mental experience. When our body responses are
blocked, emotions do not feel as intense.
- For example, your heart might race because you have been exercising, not because you
are afraid.
- Our cognitions influence our emotions in many ways, including our interpretations of
stimuli: “Is that a threat? Then I’m afraid.” More specifically, the theory proposes that
emotions result when the thalamus sends a message to the brain in response to a
stimulus, resulting in a physiological reaction. At the same time, the brain also receives
signals triggering the emotional experience. Cannon and Bard’s theory suggests that the
physical and psychological experience of emotion happen at the same time and that one
does not cause the other.

C. Schachter-Singer Theory: When Appraisal Affects Emotion

- Also known as the two-factor theory of emotion

- It is an example of a cognitive theory of emotion
- This theory suggests that the physiological arousal occurs first, and then the individual
must identify the reason for this arousal to experience and label it as an emotion. A
stimulus leads to physiological response that is then cognitively interpreted and labeled,
resulting in an emotion
- It also suggests that
similar physiological
responses can produce
varying emotions. For
example, if you
experience a racing
heart and sweating
palms during an
important exam, you
will probably identify the
emotion as anxiety.
Another, if you
experience the same
physical responses on
a date, you might
interpret those
responses as love,
affection, or arousal.

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 PERSONAL DEVELOPMENT

Improving Your EQ
Emotional intelligence is a combination of several different skills:
Being Aware of Your Emotions
Most people feel many different emotions throughout the day. Some feelings (like surprise)
last just a few seconds. Others may stay longer, creating a mood like happiness or sadness.
Being able to notice and accurately label these everyday feelings is the most basic of all the EQ
skills. Being aware of emotions — simply
noticing them as we feel them — helps us
manage our own emotions. It also helps us
understand how other people feel. But some
people might go through the entire day
without really noticing their emotions. Practice
recognizing emotions as you feel them. Label
them in your mind (for example, by saying to
yourself "I feel grateful," "I feel frustrated,"
etc.). Make it a daily habit to be aware of your
emotions.
Understanding How Others Feel and Why
People are naturally designed to try to
understand others. Part of EQ is being able to
imagine how other people might feel in certain
situations. It is also about understanding why
they feel the way they do. Being able to
imagine what emotions a person is likely to be
feeling (even when you don't actually know) is
called empathy. Empathy helps us care about others and build good friendships and
relationships. It guides us on what to say and how to behave around someone who is feeling
strong emotions.
Managing Emotional Reactions
We all get angry. We all have disappointments. Often it's important to express how you
feel. But managing your reaction means knowing when, where, and how to express yourself.
When you understand your emotions and know how to manage them, you can use self-control to
hold a reaction if now is not the right time or place to express it. Someone who has good EQ
knows it can damage relationships to react to emotions in a way that's disrespectful, too intense,
too impulsive, or harmful.
Choosing Your Mood
Part of managing emotions is choosing our moods. Moods are emotional states that last
a bit. We have the power to decide what mood is right for a situation, and then to get into that
mood. Choosing the right mood can help someone get motivated, concentrate on a task, or try
again instead of giving up. People with good EQ know that moods aren't just things that happen

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 PERSONAL DEVELOPMENT

to us. We can control them by knowing which mood is best for a particular situation and how to
get into that mood.
EQ: Under Construction
Emotional intelligence is something that develops as we get older. If it didn't, all adults
would act like little kids, expressing their emotions physically through stomping, crying, hitting,
yelling, and losing control!
Some of the skills that make up emotional intelligence develop earlier. They may seem
easier: For example, recognizing emotions seems easy once we know what to pay attention to.
But the EQ skill of managing emotional reactions and choosing a mood might seem harder to
master. That's because the part of the brain that's responsible for self-management continues to
mature beyond our teen years. But practice helps those brain pathways develop.
We can all work to build even stronger emotional intelligence skills just by recognizing
what we feel, understanding how we got there, understanding how others feel and why, and
putting our emotions into heartfelt words when we need to.

SUPPLEMENTARY READING
Introduction to Emotions
Emotions are what you feel on the inside when things happen. Emotions are also known
as feelings.
1. Afraid: feeling fear and worry
2. Angry: feeling mad with a person, act, or
idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged,
and unhappy
7. Embarrassed: feeling worried about what
others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
11. Jealous: feeling upset when someone has
something that you would like to have or
they get to do something you wanted
12. Lonely: feeling alone and that nobody
cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry,
calm
15. Stressed: feeling tense, tired, uneasy, and
overwhelmed

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 PERSONAL DEVELOPMENT

TYPES OF RESPONSE
Passive response: Behaving passively means not expressing your own
needs and feelings, or expressing them so weakly that they will not be addressed.
 If Geneva behaves passively, by standing in line and not saying anything, she will probably feel
angry with the girls and herself. If the ticket office runs out of tickets before she gets to the head
of the line, she will be furious and might blow up at the girls after it's too late to change the
situation.
 A passive response is not usually in your best interest, because it allows other people to violate
your rights. Yet there are times
when being passive is the most
appropriate response. It is
important to assess whether a
situation is dangerous and
choose the response most
likely to keep you safe.
Aggressive response:
Behaving aggressively is
asking for what you want or
saying how you feel in a
threatening, sarcastic or
humiliating way that may
offend the other person(s).
 If Geneva calls the girls
names or threatens them, she
may feel strong for a moment,
but there is no guarantee she
will get the girls to leave. More
importantly, the girls and their
friend may also respond
aggressively, through a verbal
or physical attack on Geneva.
 An aggressive response is
never in your best interest, because it almost always leads to increased conflict
Assertive response: Behaving assertively means asking for what you want or saying how you
feel in an honest and respectful way that does not infringe on another person's rights or put the
individual down.
 If Geneva tells the girls they need to go to the end of the line because other people have been
waiting, she will not put the girls down, but merely state the facts of the situation. She can feel
proud for standing up for her rights. At the same time, she will probably be supported in her
statement by other people in the line. While there is a good chance the girls will feel embarrassed
and move, there is also the chance that they will ignore Geneva and her needs will not be met.
 An assertive response is almost always in your best interest, since it is your best chance of
getting what you want without offending the other person(s). At times, however, being assertive
can be inappropriate. If tempers are high, if people have been using alcohol or other drugs, if
people have weapons or if you are in an unsafe place, being assertive may not be the safest
choice.

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 PERSONAL DEVELOPMENT

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