VIRGINIA CENTURIONE BRACELLI SCHOOL

DAUGHTERS OF OUR LADY ON MOUNT CALVARY Q2 MODULE 1

POCTOY, ODIONGAN, ROMBLON
A. Y.2022-2023

Name: ______________________________________________________
MODULE IN PERSONAL DEVELOPMENT – GRADE 12

TOPIC: The Powers of the Mind

OBJECTIVES
1. Know and understand how the two hemispheres of the brain functions.
2. Improve learning using left and right brain through mind-mapping.

I. The Brain and How it Works

There is something more than meets the eyes. Our brain is like an incredible living machine. This fist-sized, 3-pound organ is responsible for
the overall functioning of our body. It functions as a command-center that directs action happening physiologically. The brain is like a capsule of our
consciousness, of what we know, and of our memories. Because of its critical role in your development, it is imperative to care for it and nurture its
gifts.

A. Basic understanding of the functions and key parts of the brain

a. The Hindbrain – This part of the brain is responsible for our instinctive, autonomic behavior that serves survival functions.
 Medulla controls vital functions like respiration, blood circulation, digestion, and heart rate.
 Cerebellum regulates posture, balance, and muscular coordination.
 Pons acts as bridge between medulla and other parts of the brain; regulates movement, sleep and arousal.
 Reticular activating system regulates attention, movement, sleep, waking, and reflexes.

b. Mid Brain – This part is the conduction and switching center of the brain that enables responses to happen, like muscle
movements and for auditory and visual system processing to transpire.

c. Forebrain – This is in-charge of our intellectual activity and consciousness.

 Cerebrum acts as” executive center” of the brain responsible for remembering, learning, and thinking, as well as taking charge of language
and emotion.
 Thalamus relays sensory information.
 Hypothalamus secretes hormones and controls physiological functions like temperature, hunger and thirst.
 Corpus collosum connects the two hemispheres.
 Pituitary glands is the master gland that secretes hormones and controls the endocrine system.

C. The Brain Dominance Theory Versus the Whole-Brain Model

You must have heard about left brain and right brain dominance.
For instance, they say that people who are left-handed are right-brain
dominant. We observe that some people are good in math while others
are highly verbose. Some are good in music and arts while others are good
in dancing and sports. We say they are gifted and must have inherited
these good genes from their parents. However, neuroscientists offer other
explanations based on the structure of the human brain. The Brain
Dominance Theory states that our behavior is a function of the heightened
activity of either left or right brain hemisphere.

As you can see, the brain is a bilateral structure. The left-brain hemisphere is important in language functions and analytical thinking while
the right brain hemisphere is geared towards holistic thinking, creativity and visuals. Knowing the brain laterality can help us identify our strengths
and weaknesses. Although both sides of the brain are active in the learning process, individuals prefer to learn in one way or another in terms of
solving problems, interacting with others, and in facing challenges in life. Left-brain students may prefer outlines, didactic environments, straight
lecture, and long reading assignments, while right-brain students prefer the use of stories, and experiential learning.

Those who believed in brain laterality further say that people whose left-brain hemisphere are dominant tend to be logical, detailed, and
methodical, while those whose right hemisphere of the brain are dominant manifest
spatial ability, artistic talent.

Another model that explains brain-behavior relationship is given by the

Whole-Brain Theory. The whole brain theorists believe that the brain is divided into
four quadrants where each quadrant is responsible for particular abilities. This whole
brain perspective is explained by the oscillatory activities in human cognitive
processing. During processing, researchers believe in the super binding in the neutral
work and super-synergy in the whole brain, meaning that there is spatial integration of
particular brain structures and constant reciprocal activation in process of attention,
perception, learning, and remembering. All brain functions are interconnected, and
inseparable from memory functions

The figure shows the four quadrants each with their specialized functions as proposed by Ned Hermann, an American creativity researcher
and author. He claims that people have their own thinking preferences in dealing with facts or feelings. A person who is logical, analytical, fact-based,
and quantitative in thinking may have a dominant first quadrant. Those who find themselves in the second quadrant are more sequential, organized,
detailed, and well-planned in dealing with facts. The third quadrant focuses on interpersonal, feelings, kinesthetic and emotion. The fourth quadrant
is more holistic in thinking, more intuitive, integrates, and synthesizes information. These quadrants do not work independently but rather functions
cooperatively by integrating information.
Thus, whether we use the Brain Dominance Theory or the Whole Model theory, we can see that the brain functions affect the way we
approach solving problems from day today.
II. MULTIPLE INTELLIGENCES

Howard Gardner (2004), An American developmental

psychologist, challenged the classical view of intelligence which
depends on a single dominant ability as indicated by an I.Q.
score. Intelligence has been viewed as the capacity to
understand the world, think rationally, and use resources
effectively when faced with challenges (Wechsler, 1975).
However, for Gardner, intelligence is the ability to solve
problems or to produce something in particular setting. In his
theory of multiple intelligence, he believes these innate
intelligences are expressed in different sensory modalities.
Based on research in physiology, anthropology, as well as
personal and cultural history, Gardner came up with eight
distinct intelligences such as linguistic, logical-mathematical,
spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal,
and naturalist. Gardner believes that these intelligences do not
operate independently. They are used at the same time and
complement each other as people develop skills and solve
problems.

III. What is thinking?

Thinking is difficult to define. Everyday thinking does not
require effort because we deal with familiar, day-to-day routine.
However, we engage in effortful thinking when we work on
puzzles, solve geometry problems, translate passages into
another language, or write essays. Different problems require
different ways of thinking.

A. Creative thinking – may be defined as the production of effective novelty through the operation of our mental processes.
 it depends not only on our ability to do things but to represent what has been done.
 it depends on the procedural as well as declarative process.
 Entails ‘breaking out” of old conceptual frameworks and creating new ones.

In creative thinking, one must be able represent relations.

 A creative person can show this through art, music, dance and movement, and other forms of creative activity.
 A person with creative thought is capable of carrying out an analogy
 He can see how two different things relate with each other

B. Enhancing creativity – Tony Buzan, an English author and educational consultant, suggests the use of mind mapping to enhance creativity. It is a
visual thinking tool that utilizes cognitive functions like memory, learning, creativity, and analysis. Mind mapping is a process that involves a
combination of imagery, color, and visual-spatial arrangement. The technique maps out our thoughts using keywords that trigger associations in the
brain to spark further ideas.
Mind mapping does not only create and structure ideas but it also helps store new information, and test them. The objective is problem
solving or taking decisions. Making a mind map is a kind of drawing connections between the relevant facts or ideas.

C. Critical Thinking – requires logic and coherence as we try to analyze, synthesize, evaluate, and interpret information rather than simply apply
technical abilities. In critical thinking, we try to evaluate whether we should be convinced that some claim is true or some argument is good.
Examples of exercise in critical thinking are looking for cause and effect and making generalizations.

Creative Thinking Habits

(Lesson from Thomas Edison)

 Generate lots of ideas. Keep thinking.

 Write your ideas and the ideas you learned from others. Keep a record.
 Find ways to improve the ideas. Build on them.
 Engage in critical thinking. Challenge the assumptions and open yourself to discovering something new.
 Do not be afraid of failures. Learn from them.

ACTIVITIES
.
A. True or false.
___________1. Howard Gardner believes that intelligence is a single entity.
___________2. Mind mapping is a technique used to generate more ideas.
___________3. People with naturalistic intelligence are lovers of plants and pets.
___________4. Whole brain theorists believe that mental processing occurs between the left and right brain.
___________5. The right brain hemisphere is in charge of analyzing information.
___________6. It is still possible to increase our intelligence at any age.
___________7. Given the political propaganda, we can use our critical thinking.
___________8. The right and left hemisphere of the brain are connected by a bond of axons.
___________9. In the whole brain model, quadrant D takes charge of an organized and detailed planning.
___________10. Novelty is part of creative thinking

B. Identify the concept described in each item

_________________1. The quadrant that is activated when people consider feelings in their decision.
_________________2. The kind of intelligence that athletes may possess.
_________________3. A type of thinking that require thinking and judgment.
_________________4. Based on Gardner’s Multiple Intelligence, the extraordinary abilities in boxing of Manny Pacquiao is an
 example of what intelligence?

_________________5. Students who prefer visuals like power point presentation rather than texts are dominant in this
hemisphere.
_________________6. This part of the brain is responsible for our instinctive, autonomic behavior that serves survival functions.
_________________7. The part of the brain which is in-charge of our intellectual activity and consciousness.
_________________8. It secretes hormones and controls physiological functions like temperature, hunger and thirst.
_________________9. It states that our behavior is a function of the heightened activity of either left or right brain hemisphere.
________________10. It tells us that the brain is divided into four quadrants where each quadrant is responsible for particular
abilities.

C. Enhance your creativity. Create a Mind Map of any topic in Personal Development. Use a short coupon bond.

TOPIC: EMOTIONAL INTELLIGENCE

OBJECTIVES

1. Understand what Emotional Intelligence is.

2. Know and understand the five domains of emotional intelligence.

Our emotions are powerful forces. It can drive us into action or prevent us from taking action. It can motivate us to pursue our dreams or
remain passive. Positive emotions such as love, joy, and happiness make us feel good, while negative emotions like anger, fear, and sadness lead us
into brooding, self-pity, and even depression.
Emotions can overwhelm us if we do not know how to regulate them. Thus, we need to understand the nature of our emotions, why we
feel in a certain way and how we can manage them in order to feel good and relate well with others.

Daniel Goleman, an American psychologist presented eight main families of emotions and their corresponding members;

1. ANGER: Fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity, annoyance, irritability,
hostility; and to its extremes, hatred and violence.
2. SADNESS: grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair, and in extreme, depression.
3. FEAR: anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness, qualm, edginess, dread, fright, terror,
and in extreme, phobia and panic.
4. ENJOYMENT: happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure, thrill, rupture, gratification,
satisfaction, euphoria, whimsy, ecstasy; and its extreme, mania.
5. LOVE: acceptance, friendliness, trust, kindness, affinity, devotion, adoration, and agape.
6. SURPRISE: shock, astonishment, amazement, and wonder.
7. DISGUST: contempt, disdain, scorn, abhorrence, aversion, distaste, and revulsion.
8. SHAME: guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition.

It is often believed that Emotional Intelligence (EI) or also referred to as EQ (Emotional Quotient), is more important in achieving success in
one’s career or personal life than IQ. While a high IQ is not a surefire element to one’s success, EQ has been identified as the foundation in
developing important skills necessary for one’s success at work.

Emotional intelligence is important as it directly affects:

a. Physical and mental health – emotional intelligence equips one with tools in managing stress; and stress, which usually brings
discomfort and illnesses, can be avoided.
b. Work performance – either in school if you are still a student, or at work, if you are already employed. EI helps in
understanding people and situations more objectively and with more understanding and compassion.
c. Relationships – interpersonal relationships are enhanced because emotions are expressed in a more positive way, and with
empathy, genuine caring is expressed and shared. EI also builds trust so that conflicts are manage better.

What is emotional Intelligence?

Emotional Intelligence is the ability of a person to understand and express himself, to understand and relate well with others, and to
successfully cope with the demands of daily life

The Five Components of Emotional Intelligence

1. Self-awareness
-This is the ability of the person to tune in to his own feelings. A person can recognize his own emotions and its effects on others. He can accept
his feelings whether positive or negative because he is confident about his self-worth and capability.

2. Self-regulation
-This is the ability to control disruptive impulses caused by negative emotions such as anger, anxiety or depression. How long you could hold on
to a particular emotion matter. Self-regulation also involves trustworthiness, conscientiousness, adaptability, and innovation. A Person is trustworthy
if he can maintain standards of honesty and integrity. One is considered conscientious if he takes responsibility for his work. Adaptability refers to the
ability to be flexible in handling change, and innovation is being open to new ideas.

3. Motivation
-An emotionally competent person can motivate himself to work because he has a positive attitude in life and knows how to set clear goals.
Even if he has a negative attitude toward something, he finds a way to think more positively by reframing his negative thoughts as they occur.
Elements of motivation are drive for achievement, commitment, initiative and optimism.

4. Empathy
-This ability helps one to recognize and understand how other people feel. A person with empathy is service-oriented, encourages people in
their abilities, cultivates opportunities, and is politically aware. An empathic person discerns feelings behind the needs and wants of other people.

5. Social Skills
 -This usually referred to as “people skills” because they can influence, communicate, and lead. People with social skills have good interpersonal
skills which can help them build success in life and in their career. Individuals who possess good social skills are also catalysts of change, can manage
conflicts well, and are able to build bonds. They can work well with others through collaboration and cooperation. They are good team players.

ACTIVITIES
A. Identify the trait shown by an emotionally intelligent person on each item.
___________________1. Liza was able to do her task well in team project despite working with a member she dislikes to be with.
___________________2. When Vicky’s favorite pet dog died, Rina rushed to their house and consoled her.
___________________3. Remo is confused whether to take up Dentistry or Psychology but he tried to sort things
___________________4. Diane receives a birthday gift that her younger sister also wanted to have, she decided to share it with
her.
___________________5. Jonas tried to pacify the quarrel of his two classmates.
___________________6. Rita knows the reason for her feelings of sadness and loneliness.
___________________7. Alice is happy for her best friend for getting an acting award.
___________________8. Daniel looks for his friends to share the gifts he received during his birthday.
___________________9. Jen and her friends had been together celebrating their special events in life since they were in
elementary years.
___________________10. Jo loves to cook for her family.

B. Identify what is being described

_______________1. The ability of a person to understand and express himself, to understand and relate well with others, and to
successfully cope with the demands of daily life.
_______________2. These are being enhanced because emotions are expressed in a more positive way, and with empathy,
genuine caring is expressed and shared.
_______________3. It has been identified as the foundation in developing important skills necessary for one’s success at work.
_______________4. People with this skill have good interpersonal skills which can help them build success in life and in their career.
_______________5. This ability helps one to recognize and understand how other people feel.
_______________6. A person has this when he can find a way to think more positively by reframing his negative thoughts as
they occur.
_______________7. A person who can maintain standards of honesty and integrity.
_______________8. The characteristic of a person who takes responsibility for his work.
_______________9. A recognition of one’s own emotions and its effects on others.
_______________10. It refers to the ability to be flexible in handling change.

TOPIC: PERSONAL RELATIONSHIPS OF ADOLESCENTS

OBJECTIVES
1. Understand teenage relationships, including the acceptable and unacceptable expressions of attractions
2. Know and identify the different ways to become responsible in a relationship

A. THE SOCIAL SELF

Self-concept consists of two elements. First, is self-schemas or how you define yourself. These greatly affect how you perceive, remember, and
evaluate yourself and others. The second element is your possible self or who you might become. Possible selves include the self we dream of
becoming someday. Your possible self can also include the self you fear becoming – poor, unemployed, or perhaps, an academic failure. All these
possible selves motivate you to achieve the life you want or to avoid the life you dread.
1. Development of the Social Self
What determines self-concept? Although genetic influences play a part, social experience is also a factor, such as your roles as a high school
student or as friend.
Your social self is also influenced by social comparison or comparing yourself to others and seeing how you differ. For instance, we feel smart
when others seem average, or attractive when others are not. The more you succeed however, you tend to raise your standards and compare yourself
with others who are doing even better, and this may diminish your satisfaction.

2. Self-knowledge
How well do you actually know yourself? Why did you choose your course in college? Why did you fall in love with that person? Why did you lash
out at your friend? When asked why we feel or act the way we do, we are usually able to give accurate answers. But when influences about our
behavior are subtle or unconscious, our explanations may differ because we may dismiss factors that matter and focus on one’s that don’t. When it
comes to our feelings, we often have a difficulty predicting the intensity and duration of our future emotions.

3. Self-esteem is the overall sense of self-worth that we use to evaluate traits or abilities. This can go both ways: if you see yourself as attractive,
intelligent, or talented, the tendency is to have high self-esteem; and if you generally value yourself, you are also likely to value your looks or abilities.
Think back to a time when your self-esteem was threatened, perhaps due to failure or a comparison with someone else. How did you react? People
with high self-esteem might react by blaming someone else or perceiving others as failing, too. This help protect their self-worth.
On the other hand, people with low self-esteem might blame themselves or just give up. People with low self-esteem are less satisfied in their
relationships and are more vulnerable to clinical problems, such as anxiety or loneliness. Meanwhile, secure self-esteem – or feeling good about who
you are rather than grades, looks, or approval – likely leads to greater well-being.

4. Social rejection motivates us to meet other’s expectations, therefore maintaining or increasing our self-esteem. For example, if you were rejected
by someone you like, you subsequently feel inadequate. This feeling of rejection can motivate you to act by improving yourself or searching for
acceptance with someone else.
Although having high self-esteem is generally more beneficial, it becomes a problem when it crosses into narcissism or an inflated sense of self.
Narcissists have high self-esteem, but their self-centeredness often leads to relationship problems over time.

5. Perceived Self-control. Stanford psychologist Albert Bandura defines self-efficacy as how competent and effective we feel when doing a task. How
does it differ from self-esteem? If you believe you can do something, that is self-efficacy; if you like yourself, that is self-esteem. It is worth noting that
self-efficacy, like self-esteem, grows with accomplishments. Still, self-efficacy feedback (“You worked very hard”) leads to better performance,
compared to self-esteem feedback (You’re really talented”).
 Locus of control is the extent to which people perceive control. This internal locus of control refers to the belief that you are in control of your
own destiny, while the external locus of control refers to the feeling that outside forces determine your fate. Picture getting poor grades in class.
What goes through your head? Do you believe that you need to develop better study habits and self-discipline? Or would you blame your grades on
forces beyond your control, like “bad” teachers or having no time to study?

6. Self-serving Bias. Most people exhibit self-serving bias, or the tendency to see yourself in a favorable light. We often take credit for our success and
attribute failure to external factors. This phenomenon is called self-serving attributions, a form of self-serving bias. For instance, you attribute a high
grade to studying hard, but will attribute a low grade to an “unfair” teacher. Self-serving bias also appears when we compare ourselves to others.
Most people see themselves as better than the average person in terms of subjective, desirable traits (attractiveness or intelligence).

7. Self-presentation. We adjust our words and actions to create an impression that will suit our audiences. One example of this phenomenon is self-
handicapping, wherein you protect your self-esteem with behavior that will conveniently excuse failure. Imagine you have a big exam tomorrow, and
you decide to watch movies all night instead of studying. Why? If you fail while being “handicapped,” you can attribute failure to something external
(“I was watching movies and lost track of time”) rather than a lack of intelligence. If you watch movies and still got a good exam score, then it boosts
your self-image.
False modesty, self-serving bias, and self-handicapping prove how important self-image is to us. Self-presentation refers to our desire to present a
favorable image to other people (external) and ourselves (internal). There are some people who score high on a scale of self-monitoring by
continuously adjusting behavior in response to external situations in order to gain a desired effect.

B. SOCIAL BELIEFS AND JUDGMENTS

How we perceive information, as well as how we process it, is guided by our preconceptions. Through our beliefs, we construe reality and respond
to it as such, and not as how it actually is. Priming can unconsciously affect how people think as well as how they would act. Think of how the
mention of food can make you feel hungry. Perhaps right now you are even craving for something specific, such as chocolate or pizza. Preconceptions
are powerful, because they influence our attitudes, our perceptions of others, and other’s perceptions of ourselves.
How we interpret everything is a result of our beliefs. They are so strong, as shown by a phenomenon called belief perseverance, and they persist
despite contrary evidence. We shut out information threatening our beliefs, having already examined and explained in our heads the possibility of
them being true

1. Attributions. We endlessly ask ourselves why things happen the way they do, especially when they are unexpected or negative. If someone you like
smiles at you, would you think that he/she is just being friendly with you or would you think that he/she likes you too? Misattribution, or wrongly
attributing an action to an incorrect reason, happens more than you think
Attribution theories analyze how we explain and infer from people’s actions. We attribute people’s behavior sometimes to internal causes, or
Dispositional attributions, and sometimes to external causes, or situational attributions.

KELLEY’S THEORY OF ATTRIBUTION

CONSISTENCY
Does this person usually behaves this
way in this situation or in similar ones?

DISTINCTIVENESS
Is the person’s behavior in this INTERNAL ATTRIBUTION
EXTERNAL ATTRIBUTION
situation different from their behavior
in other situation?

CONSENSUS
EXTERNAL ATTRIBUTION INTERNAL ATTRIBUTION
Would others behave in the same way
in this situation?

Three factors influence our attributions, according to Harold Kelley’s theory of attributions: consistency, distinctiveness, and consensus.
Inconsistent behavior seeks an explanation. High distinctiveness and consensus leads to external attributions, whereas low distinctiveness and
consensus leads to internal attributions. Kelley’s theory of attributions is also called the covariation model.

Attributions have three dimensions: stability, locus, and control. We use stable (permanent) attributions, such as intelligence, and unstable
(temporary) attributions, such as chance or good (or bad) luck. We also use internal (dispositional) and external (situational) attributions; the extent
of how internal or how external an attribution is, is the locus dimension. We use controllable and uncontrollable attributions too, based on how much
control we have over a situation as well as its outcome. If you examine your attributions using these three dimensions, you can predict how you
would respond to success and failure.

Using “commonsense” to explain behavior logically (as attributions are known as commonsense psychology”), is not always right. People
ignore possible causes of behavior if there are other, more known causes. We underestimate the impact of situations on behavior, as well as
overestimate the part dispositions play, such as attitudes and traits.

2. Prejudice is a preconceived negative attitude (combinations of feelings, beliefs, and behavior) towards a group and its individual members.
Stereotypes are beliefs about another group that may be accurate, inaccurate, or overgeneralized. For instance, Asians are often stereotyped to be
good at math. Discrimination is unjustified, negative behavior towards a group or its members, and often rooted in prejudicial behavior. Racism and
sexism are institutional discriminatory behavior, but there may be instances that they are not intentionally prejudiced. For example, a dress code that
says students must not wear anything on their heads may result to unintentional discrimination towards Muslim students.
Prejudice exists in explicit (conscious) and implicit (automatic) forms. People may retain from childhood an automatic fear or dislike of a group of
people, but this may change as we form new habits through practice.
Prejudice comes in many forms, including;
  Race, i.e., when a black man enters a store and nearby shoppers instinctively hold on tighter to their belongings or he is followed around by
a sales clerk.
 Religion, i.e., when Americans with strong national identity express disdain for Muslims (post-9/11)
 Obesity, i.e., when overweight people are perceived less attractive, intelligent, or self-disciplined
 Sexual orientation, i.e., homophobic bullying or aggressive harassment and insults
 Gender identity, and expression i.e., when transgender women are not forced to wear men’s work-wear
 Age, i.e., perceptions of elderly people and incompetent and unproductive
 Immigrant status, i.e., the behavior of Americans toward Latin American immigrants

3. Aggression is physical or verbal behavior that is intended to cause harm. It manifests in two ways: hostile aggression which springs
from anger with the goal to injure, and instrumental aggression, which is also meant to injure but as means to achieve an end.
Most murders are hostile aggression, while most wars and terrorist attacks are instrumental aggression.
There are three theories of aggression:
a. Instinct Theory and Evolutionary Psychology – Commonly associated with Sigmund Freud and Konrad Lorenz, it argues that aggression is
instinctive (innate, unlearned, and universal). If not released, it builds up within until it explodes or a stimulus triggers it, similar to a dam bursting.
Aggression is biologically influenced by genetics (a person’s temperament at a young age usually endures), biochemical influences (alcohol,
testosterone, poor diet), and the brain.
b. Frustration –Aggression Theory – Frustration is anything that prevents us from attaining a goal, arises from the gap between expectations and
attainment, or when we compare ourselves with others. This causes anger and hostility, and the anger may provoke aggression. In some cases, people
displace or redirect their aggression to another target that is safer or more acceptable. It’s important to note that this theory only explains hostile
aggression.
c. Social Learning Theory of Aggression – Albert Bandura believes that aggression is learned behavior or watching others act and observing the
consequences. Through this, we sometimes learn that aggression has its rewards. Family, subculture, and the mass media also influences aggressive
behavior.

There are factors that influence aggression

Factor Description
1. Aversive incidents This includes pain, heat or discomfort and personal attacks (verbal or physical)
2. Arousal Sexual or otherwise (such as anger), can amplify one another. When combine with hostile thoughts and
feelings may result in aggressive behavior.
3. Aggression Cues The sight of a weapon for instance, is an aggressive cue that increases the likelihood of aggressive
behavior.
4.Pornography and Sexual Research shows that viewing scenes of sexual violence (i.e., a man overpowering and arousing a
Violence woman) can distort perceptions of women’s response, and increase aggression towards women.
5. Television and internet Studies have shown that heavy exposure to violence on TV is correlated with aggressive behavior.
Violence has this effect on viewers because of the arousal it produces, disinhibits or activating violence-
related thoughts, and evokes imitation.
6. Video games Violent video games may increase aggression even more than television because it desensitizes players
(i.e., seeing other people as less human) and the experience involves more active participation.
7. Group influence The act of diffusing responsibility among groups can amplify aggressive reaction (i.e., youth gangs,
rioters).

The catharsis hypothesis says that aggression is reduced when one “releases” aggressive energy either by acting aggressively or fantasizing
aggression (i.e., playing violent video games to release anger). Expressing aggression to catharsis actually breeds more hostility. The social learning
approach suggests that aggression can be controlled by counteracting factors that influence or provoke it.

4. Helping
There are three theories that explain what motivates us to help people:
a. Social –exchange theory –It assumes that the act of helping is motivated by a desire to maximize rewards. These rewards may
be external (i.e., helping to boost self-worth) or internal (your own personal traits or emotional state, such as guilt).
b. Reciprocity norm – The expectation to help those who have helped us. When people are unable to help back, they may feel
demeaned by accepting help, which explains why people with high self-esteem are often reluctant to ask for help.
c. Social responsibility norm – An expectation to help others, even if they cannot reciprocate, such are those who are victims of
circumstance (i.e., typhoon victims). If we feel that their situation is brought about by their own choices, we often say it’s the
person’s fault so we do not feel compelled to help.

B. INTERPERSONAL ATTRACTION AND INTIMACY

Liking and Attraction
There are several factors that lead to friendship and attraction between two people:
1. Proximity – refers to geographical nearness and the best predictor of whether two people are friends. More than that, frequent interaction
allows people to explore similarities and sense of another’s liking.
2. Physical attractiveness – Whether we like it or not, attractiveness is a good predictor of how frequently someone dates. The matching
phenomenon occurs when people tend to choose someone whose attractiveness roughly matches their own, but in cases when someone is less
attractive, the latter often compensates with other qualities.

Love and Commitment

Love as you already know, is more complex than just liking someone. Psychologist Robert Sternberg views love as triangle with three components:
1. Intimacy – Feelings of closeness and connectedness in relationships, which include experienced happiness, high regard, and mutual
understanding.

2. Passion – Feelings of romance, physical attraction, and sexual arousal in a relationship. The passion component is closely tied to the intimacy
component, for instance, passion may develop immediately, and it is only after a while that intimacy develops. In short , passion may draw two
people into a relationship, but intimacy sustains closeness. This can also work the other way around, such as when close friends develop physical
attraction towards each other that wasn’t immediately there.

3. Decision/Commitment – This consists of two aspects: short- term or the decision to love someone else, and long-term or the commitment to
maintain that love. This component is essential for getting through hard times in a relationship.
The interrelationships of these three components gives rise to different kinds of love.
 Kind of Love Description
1. Non-love The absence of all three components and pertains to casual, everyday interactions that do not include love
at all.
2. Liking Refers to feelings of friendship, such as closeness, bonded and warmth. It involves only the intimacy
component
3. infatuated love “Love at first sight” by experiencing passionate arousal without intimacy and the decision/commitment
components. These can arise quickly, and dissipate as immediately
4. Empty love This kind of love arises when one is committed to loving someone, but both the intimacy and passion
components are absent. It is found in stagnant relationships that have been going on for years, but have lost
the physical attraction and emotional involvement they once had.
5. Romantic love A combination of the intimacy and passion components. Put simply, it is liking and being physically attracted
to someone. When intense, passionate love becomes lukewarm, this triggers dissolution, especially for those
who believe romantic love is essential for a marriage and its continuation.
6. Compassionate love Evolves from the combination of intimacy and decision/commitment components. Unlike the wild emotions
of passionate love, compassionate love is a deep, steady and affectionate attachment that is just as real. This
often seen in stable, long-term marriages and can last a lifetime.
7. Fatuous love A combination of a passion and decision/commitment components, and often manifest in a whirlwind
romance. Commitment is made based on passion, but the relationship isn’t stable because there is no
intimacy (i.e., they have nothing in common).
8. Consummate love A full combination of all three components, and the kind of love many of us aspire for in a romantic
relationships. Maintaining this kind of love is more difficult than achieving it.

During adolescence, teenagers such as yourself naturally feel romance. Because this is an emotion that is so powerful, it can fool anyone into
thinking that they and their significant other are in a healthier relationship than it actually is. Maybe this is why, as the old adage says, love is blind.

There are seven qualities of a healthy relationship:

1. Mutual respect – You and your significant other should respect each other’s likes as well as your dislikes. They should be into you for you, and vice
versa.
2. Trust – Jealousy is a natural feeling, but what is important is how you and your significant other react to it.
3. Honesty – This goes hand-in-hand with trust. You and your significant other should be honest; if one is caught lying, trust is no longer there.
4. Support – a great boyfriend or girlfriend would support you in both good times and in bad, as well as push you to be the best version of yourself
that you can be.
5. Fairness/Equality – In your relationship, are you the giver or the taker? A great relationship consists of understanding, compromise, and balance.
6. Separate identities – You and your boyfriend or girlfriend should be two separate people with two separate identities that you together both
respect and maintain. If you lose yourself in a relationship, it is an unhealthy one.
7. Good communication – This is the most important aspect of a healthy relationship. You and your significant other should be able to communicate
your issues openly and effectively.

ACTIVITIES
I. True or False
_________1. Possible selves include the self we dream of becoming someday.
_________2. Your social self is influenced by social comparison or comparing yourself to others.
_________3. Self-presentation can help you preserve your self-esteem.
_________4. Heavy exposure to violence on TV is correlated with aggressive behavior.
_________5. Not all overweight people are perceived less attractive, intelligent, or self-disciplined.
_________6. No-love and empty love are just the same.
_________7. Maintaining compassionate love is more difficult than achieving it.
_________8. Jealousy is not healthy in a relationship.
_________9. Commitment in the fatuous love isn’t stable because there is no intimacy.
_________10. Honesty is the most important aspect of a healthy relationship.
_________11. Self-serving bias is the tendency to see one’s self favorably.
_________12. Prejudice is does not always causes discrimination.
_________13. Both gender and personality influence helping.
_________14. Aggression is not always harmful if it is not intentional.
_________15. True love can be expressed in different ways.

II. Identify what is being described

_________________1. The overall sense of self-worth that we use to evaluate traits or abilities.
_________________2. It motivates us to meet other’s expectations, therefore maintaining or increasing our self-esteem.
_________________3. It analyzes how we explain and infer from people’s actions.
_________________4. It is a preconceived negative attitude towards a group and its individual members.
_________________5. These are beliefs about another group that may be accurate, inaccurate, or overgeneralized.
_________________6. It is unjustified, negative behavior towards a group or its members, and often rooted in prejudicial
Behavior.
_________________7. It is physical or verbal behavior that is intended to cause harm.
_________________8. It assumes that the act of helping is motivated by a desire to maximize rewards.
_________________9. An expectation to help others, even if they cannot reciprocate.
_________________10. The expectation to help those who have helped us.
_________________11. The feelings of closeness and connectedness in relationships, which include experienced happiness, high
regard, and mutual understanding.
_________________12. The feelings of romance, physical attraction, and sexual arousal in a relationship.
_________________13. This component of love is essential for getting through hard times in a relationship.
_________________14. It refers to geographical nearness and the best predictor of whether two people are friends.
_________________15. This kind of love arises when one is committed to loving someone, but both the intimacy and passion
 components are absent

III. Give what is ask.

a. Forms of prejudice
1. ____________________________ 5. ___________________________
2. ____________________________ 6. ___________________________
3. ____________________________ 7. ___________________________
4. ____________________________

b. The three theories of aggression

1. _______________________________________ 3. ________________________________________
2. _______________________________________

c. Factors that influence aggression

1. ____________________________ 5. ___________________________
2. ____________________________ 6. ___________________________
3. ____________________________ 7. ___________________________
4. ____________________________

d. Qualities of a healthy relationships

1. ____________________________ 5. ___________________________
2. ____________________________ 6. ___________________________
3. ____________________________ 7. ___________________________
4. ____________________________